Whole Course

About This PDF

This PDF file is a compilation of all of the Lesson Plan, Teacher Resource, and Student Resource Word documents that make up this NAF course. Please note that there are some course files that are not included here (such as Excel files). This “desk reference” enables you to easily browse these main course materials, as well as search for key terms. For teaching purposes, however, we recommend that you use the actual Word files. Unlike PDF files they are easy to edit, customize, and print selectively.

Like all NAF curriculum materials, this PDF is for use only by NAF member academies. Please do not distribute it beyond your academy.

AOHT Principles of Hospitality and Tourism Lesson 1 Course Introduction

This introductory lesson exposes students to some of the key terms and areas of knowledge that they will be studying throughout this course. They also learn about the skills they will develop that are crucial to the field of hospitality and tourism. Students probe their personal conceptions about hospitality and tourism by judging the accuracy of a variety of statements. They acquire a sense of the course objectives by looking at examples of culminating projects created by previous students, who developed vacation packages for high school students. Students also set up two course tools: a general taxonomy of key terms in hospitality and tourism, and a notebook that they will use throughout the course. Advance Preparation  Prior to the first class period, make sure you have an up-to-date video player such as Windows Media Player or Apple’s QuickTime Player to show the culminating project video to the class in this lesson and in Lesson 16. These players are included free with the system software and can also be downloaded for free. If you have difficulty installing the player, contact your site administrator.  Determine how you would like students to set up notebooks for this course. We recommend you have them keep their notes and course materials in a computer-based folder, a three-ring binder, or a spiral-bound notebook.  Use the Semester Planning Table for planning purposes throughout the course. This document is included in the Course Planning Tools section of the course. All course materials can be downloaded from the NAF Online Curriculum Library.  This course requires a specific set of computer-related equipment. These requirements are listed in Required Equipment for This Course (available in the Course Planning Tools section of the course materials). Consider reviewing this list with your school’s IT administrator before you begin.  Review the Summary of Annual Course Updates (also included in the Course Planning Tools section), which describes significant changes to the course since the previous year.  Note that guidance for NAFTrack Certification procedures is not included within the lesson plans for this course. Be sure to review the course’s NAFTrack Certification Course Guide, available in the NAFTrack Certification section of the course materials. This lesson is expected to take 2 class periods.*

* There are a number of introductory activities you may want to add before the first set of course activities, depending upon your own needs and preferences. Such activities will extend the length of this lesson and may include conducting a favorite icebreaker, setting course and grading expectations, teaching classroom procedures, and having students learn each other’s names.

Lesson Framework Learning Objectives Each student will:  Infer the skills and knowledge about hospitality and tourism needed to be successful in an authentic project  Identify general hospitality and tourism terms with which to build a taxonomy Academic Standards  None Assessment  None Prerequisites  None

Instructional Materials Teacher Resources  Teacher Resource 1.1, Example: Culminating Project Presentation (separate video file)  Teacher Resource 1.2, Answer Key: Principles of Hospitality and Tourism Anticipation Guide  Teacher Resource 1.3, Notebook: Table of Contents (separate Word file)  Teacher Resource 1.4, Key Vocabulary: Course Introduction  Teacher Resource 1.5, Bibliography: Course Introduction Student Resources  Student Resource 1.1, Anticipation Guide: Principles of Hospitality and Tourism  Student Resource 1.2, Example: Alphabetical Taxonomy  Student Resource 1.3, Taxonomy: Hospitality and Tourism Terms

Equipment and Supplies  One notebook per student for taking notes and holding assignments and handouts (options include three-ring binder, spiral-bound notebook, computer-based folder)  Artifacts of culminating projects from previous years (photos or video presentations)  LCD projector or computer equipment necessary to view culminating projects from previous years  An up-to-date video player on a computer ready to show the culminating project example video  Blackboard, whiteboard, or flip chart  Chart paper

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 40 Presentation: Example of the Principles of Hospitality and Tourism Culminating Project

This activity introduces students to the Principles of Hospitality and Tourism course by giving them a chance to view a videotaped presentation of the culminating project they will be creating during the course. It also focuses on the following college and career skill:  Developing awareness of one’s own abilities and performance Start the class by giving the students some overall background on the culminating project. The driving question for the project is, “How can we design an appealing all- inclusive vacation package that is targeted to high school students?” Explain that the students will work in groups to develop the elements of this package. Then they will make a presentation of these elements and highlight the visual components for their audience. Tell the students that you are going to show them a video example of the final presentation they will be giving at the end of the course. In the video they will see students giving a presentation on a high school vacation package that they have developed. In this case, the destination is Calgary, Canada. As an alternative (or in addition) to showing Teacher Resource 1.1, Example: Culminating Project Presentation (separate video file), you can show a video of a culminating project presentation from one of your previous Principles of Hospitality and Tourism classes.

Step Min. Activity

Show the video (Teacher Resource 1.1) once to give the students an overall sense of the presentation. Then write the following questions on the board:  What do you think you need to know about hospitality and tourism? What skills would you need to have, in order to complete a project like this? How can you benefit from doing this project as a group? Instruct students to write down their answers to these questions as they watch the video and for a few minutes afterwards. Then show the video again, this time having students look for the skills and knowledge they need to learn in the course in order to produce a successful culminating project. Tell students to pair up with a neighbor to discuss their answers to these questions. Ask volunteers to share what they wrote, and then list their ideas on the board. As an option, make two lists: one for kinds of knowledge and one for skills needed. Work with the class to whittle down the list to the 10 or so most important skills and/or areas of knowledge that the students believe would be needed for this course. Write the list on chart paper and post the chart on the class wall. Have students explain their reasons for including each skill or knowledge area. If students are unsure of how to get started, suggest some of the following:  Strong written and oral skills  Creativity  Eye for detail Return to the posted list during the course to evaluate their initial expectations. You can also have the class check off skills and areas of knowledge as they encounter them throughout the course. Ask students to share any final observations about the video they just watched. Here are some possible questions you might ask:  Does the work fit your idea of what a hospitality and tourism professional would do? If so, how?  What strengths and knowledge do you have that would help you become successful in a career like this?  What challenges would you have to overcome to succeed in a career like this? In the last unit of this course, you will focus more closely on the skills and areas of knowledge that are important for a hospitality and tourism professional.

2 10 Anticipation Guide: Principles of Hospitality and Tourism In this activity, students build on prior knowledge as they begin to engage with some of the topics covered in this course. Have students read the directions for Student Resource 1.1, Anticipation Guide: Principles of Hospitality and Tourism. Answer their questions about the directions. Explain that it is not important to figure out what an expert would think is the “right” answer but rather to share what they think. Model what you mean by doing the first statement aloud with students. Next, have students complete the first two sections—“My guess” and “My reason”—for each statement of the resource. At the end of class, collect this resource and let

Step Min. Activity

students know you’ll be reviewing it together in the next class period. Note: If there isn’t enough class time to complete these, you may have students do so for homework. Just be clear that students should not use any reference materials to find the “right” answers for these statements—it’s really about what each student thinks on his or her own. Review the students’ responses before the next class period to get a sense of their prior knowledge for this course.

CLASS PERIOD 2

3 15 Review: Principles of Hospitality and Tourism Anticipation Guide Students practice sharing their opinions and listening to their classmates’ perspectives as they review the anticipation guide they completed in the previous class period. Pair students with a neighbor. Return Student Resource 1.1, Anticipation Guide: Principles of Hospitality and Tourism, to students and tell them to compare their responses and discuss their reasoning. Then, with the whole class, ask a couple of students to share their reasoning for each statement. Note the areas where students are in agreement and disagreement. Use Teacher Resource 1.2, Answer Key: Principles of Hospitality and Tourism Anticipation Guide, to tell students how most hospitality and tourism professionals would respond to these statements, but point out that some are open to interpretation. (It’s important to note that each individual has a unique perspective and that each situation is different. Bringing one’s creativity and perspective to each group and/or situation is key to being successful in the hospitality and tourism industry.) Also note that they will be learning a lot more about each of these topics throughout the course. Tell students to write down what they learned during this discussion in the “I learned” section of the resource. This anticipation guide will be inserted into each student’s course notebook, which students will prepare in the next activity.

4 15 Preparation: Course Notebook Students prepare a notebook to use throughout the course. If appropriate for the type of notebook you want your students to keep, prior to class print enough copies of Teacher Resource 1.3, Notebook: Table of Contents (separate Word file), so that all students have a couple of pages to place in the beginning of their notebook. To begin this activity, advise students that they will be required to keep a notebook with their work for this course. Make sure students understand that their notebook is a place where they will save important work. Tell students they will need to bring their notebook to every class and will use it to keep many kinds of work in, including:  Notes  Guides and other resources  Worksheets and other assignments  Reflections

Step Min. Activity

 Project plans Explain to students how to organize their notebook in a way that works for your class. Whatever notebook structure you choose, make sure it provides students with the following:  An orderly way of keeping notes, reflections, project work, and so forth for each lesson so that they can reference their work when necessary.  A place to insert student resource pages such as reference sheets, note-taking tools, graphic organizers, and other materials that they complete during each lesson.  A means of setting up a table of contents so that they can find a page when they need it. One option is to give each student a couple of copies of Teacher Resource 1.3, Notebook: Table of Contents (separate Word file), and ask them to insert the pages at the beginning of their notebook. When students are clear on how to set up their notebook and have created a table of contents, ask them to insert their anticipation guide as the first entry in their notebook. Tell students that they need to keep all of the handouts they receive in this course, and to keep track of them via the table of contents, because they will refer back to many of them and use them for other assignments. Another important tool that students will keep in their notebooks is a taxonomy. They will complete the taxonomy in the next activity.

5 20 Taxonomy: General Course Terms As they develop a taxonomy during the first unit of this course, students discover more of what they already know about hospitality and tourism and create a place to store new terms. (See The NAF Learning Handbook for more information on this strategy.) Have students begin by looking at Student Resource 1.2, Example: Alphabetical Taxonomy, to introduce them to what a completed taxonomy looks like. Explain the purpose of a taxonomy and answer any questions. Then ask students to look at Student Resource 1.3, Taxonomy: Hospitality and Tourism Terms. Direct students to begin independently by thinking of terms that relate to hospitality or tourism. An obvious example is the term hospitality. Students will write hospitality next to the letter H. Have students work for about five minutes, adding as many terms as they can think of that relate directly to hospitality and tourism. They may write more than one term for each letter; however, they should not worry about finding a term for every letter. Now organize students in pairs. Ask them to collaborate by sharing terms in order to build their taxonomy. For example, if one student has written hospitality and the other has not, the second student would add hospitality to his or her taxonomy. After five minutes, ask students to leave their taxonomy on their desk and walk around the room to view each other’s taxonomies. Ask students to collect terms from their peers to bring back to their own taxonomy. Give students a couple of minutes to add the terms they collected to their taxonomy, and then complete the activity with a short discussion. Call on as many pairs as time allows, asking them to share some of the terms that were easy to come up with and

Step Min. Activity

some of the terms from peers that were new to them. Tell students to insert the taxonomy into their notebook after the anticipation guide, and to follow any instructions you provided for numbering pages and adding entries to the table of contents. Inform them that from now on they will be in charge of remembering to add resources to their notebook and to keep the table of contents up to date. This taxonomy can be used as time allows and as appropriate until the end of Unit 1. Have students continue to add relevant vocabulary terms they encounter. This taxonomy should become a solid list of basic terminology that will serve as a resource for future assignments. Adding to the taxonomy will not be explicitly suggested in the lesson plans, so please incorporate this activity at your discretion.

Extensions Content Enrichment  Ask students to visit the website http://discovertourism.ca/en/interactive_zone/take_tourism_career_quiz/how_much_do_you_know _about_your_dream_job and take a short quiz on their current hospitality and tourism dream job. Have them note the unexpected things they learned about a particular job and share them with a partner. Let students know that they will learn about many of these jobs and more throughout the course.  Invite students to find unfamiliar hospitality and tourism terms from the Convention Industry Council’s glossary: http://www.conventionindustry.org/CICMobile/mglossary.aspx.  Ask students to use a search engine such as Google to locate college degree programs in hospitality and tourism, many of which are advertised online. Ask students to look for sites that list the topics or content of the course, and have them copy those topics down. When students have compiled a list, ask them to compare that list to the list of skills and knowledge they already developed. Are there any things they found mentioned online that they didn’t include in their class list?  Give students a fun way to see how much they know about hospitality and tourism worldwide by asking them to guess at the prompts below and then showing them this video, which contains the answers: https://www.youtube.com/watch?v=m-xpXhrOc_w o Which country has the highest concentration of luxury hotels? o Where is the busiest airport in the world? o What is the world’s most visited attraction? o In which two countries are online travel agents the most popular? If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see www.keepvid.com) or a similar program.) STEM Integration Technology: Set up your class to reduce paper and encourage student collaboration by using online tools for document sharing and classroom management. Students can access resources and upload their work to a web-based service, making it easier for you to track their progress.

 Share and collaborate on documents and presentations using Google Docs or Google Slides.  Track assignments, share resources, and interact with students about their work using an online management learning service like Collaborize Classroom (www.collaborizeclassroom.com).  Take classroom discussions online, connect with other teachers, and keep students on top of their assignments with a tool like eChalk (www.echalk.com) or Edmodo (www.edmodo.com).  Upload, collect, and manage student resources, including photo and video, with services like Haiku Learning (www.haikulearning.com) and LiveBinders (www.livebinders.com). Many of these tools are cross-platform, so students can stay connected using any type of device (desktop, laptop, tablet, or smartphone). While most paperless solutions are free, some require a small paid subscription. Check with your school or district for low-cost educator price plans.

Teacher Resources

Resource Description

Teacher Resource 1.1 Example: Culminating Project Presentation (separate video file)

Teacher Resource 1.2 Answer Key: Principles of Hospitality and Tourism Anticipation Guide

Teacher Resource 1.3 Notebook: Table of Contents (separate Word file)

Teacher Resource 1.4 Key Vocabulary: Course Introduction

Teacher Resource 1.5 Bibliography: Course Introduction

Teacher Resource 1.2 Answer Key: Principles of Hospitality and Tourism Anticipation Guide

People who are successful at jobs in hospitality and tourism need to be good at dealing with the public and have good organizational skills, but they don’t need to be creative.

My guess: I agree I disagree

My reason:

People who work in the hospitality industry need a wide range of skills, I learned: including being very creative.

If you manage a hotel, a resort, or a tour company, you need to know about politics, current events, and finance.

My guess: I agree I disagree

My reason:

All of these things (politics, etc.) can affect how a business functions. In order I learned: to be successful, you need to have general knowledge about all of them.

Tourism is so important for most countries that their economies would fail without it.

My guess: I agree I disagree

My reason:

For many countries, tourism plays a major role in the economy, including I learned: providing thousands of jobs.

Hospitality and tourism doesn’t have much of an effect on the environment because these days everyone recycles.

My guess: I agree I disagree

My reason:

There’s a lot more to the environment than just recycling, and tourism has a I learned: major impact. There has also been an increase in ecotourism in the last five years.

The hospitality and tourism industry serves only rich people.

My guess: I agree I disagree

My reason:

People of all socioeconomic backgrounds use the hospitality industry, but they I learned: may use different parts of it. Fast-food restaurants and national parks, for example, serve all different types of people.

Travel agents’ main job is to make hotel and plane reservations.

My guess: I agree I disagree

My reason:

Travel agents do make hotel and plane reservations, but they help people plan I learned: their entire vacation, including activities.

The reason customer service is important is so that the service staff (waiters, bartenders, bellhops) can make good tips.

My guess: I agree I disagree

My reason:

Good customer service can help the service staff to get better tips, but customer service is important for much bigger reasons. Customer service can I learned: make or break a business—if a business has bad customer service, it may end up going out of business because customers stop coming.

Teacher Resource 1.4 Key Vocabulary: Course Introduction

Term Definition hospitality The act or practice of welcoming and entertaining guests; includes hotels, restaurants, resorts, clubs, and other service businesses that deal with tourists. itinerary A detailed list of activities a traveler will undertake; often includes flight, accommodation, and entertainment information. taxonomy A categorized list of terms that are related to a particular topic. tourism Travel for recreational, leisure, educational, and many other purposes. tourist A person who travels and visits places of interest. vacation package Everything a traveler needs to take a trip, including transportation, lodging, dining, entertainment arrangements and tickets, maps, and an itinerary. Also called a travel package.

Teacher Resource 1.5 Bibliography: Course Introduction

The following sources were used in the preparation of this lesson and may be useful for your reference or as classroom resources. We check and update the URLs annually to ensure that they continue to be useful.

Print Rothstein, Andrew, Evelyn Rothstein, and Gerald Lauber. Writing as Learning: A Content-Based Approach, 2nd ed. Thousand Oaks, CA: Corwin Press, 2007.

Online “Hospitality.” Wikipedia, http://en.wikipedia.org/wiki/Hospitality (accessed February 4, 2016). “Tourism.” Wikipedia, http://en.wikipedia.org/wiki/Tourism (accessed February 4, 2016).

Student Resources

Resource Description

Student Resource 1.1 Anticipation Guide: Principles of Hospitality and Tourism

Student Resource 1.2 Example: Alphabetical Taxonomy

Student Resource 1.3 Taxonomy: Hospitality and Tourism Terms

Student Resource 1.1 Anticipation Guide: Principles of Hospitality and Tourism

Student Name:______Date:______

Welcome to the AOHT Principles of Hospitality and Tourism course! Over the next few months you’ll learn about careers in the hospitality and tourism industry. You’ll also learn and practice real-life hospitality and tourism skills that you can use right away in an entry-level position, such as travel planning, making reservations, customer service, and public speaking. You’ll find out what it’s like to select venues for everything from parties to political conventions, create special meals, design promotional material, and put together vacation packages. This is a hands-on course. That means you’ll not only learn facts and concepts, but you’ll also have lots of opportunities to practice what you learn. You’ll meet and interview professionals in the field, who will give you a great chance to find out if you’d be interested in pursuing a career in hospitality and tourism. There is a huge range of options such as travel agent, convention coordinator, hotel concierge, cruise ship director, resort planner, event planner, entertainment director, sports promoter, sustainable event consultant, tourism director, special events coordinator, corporate meeting planner, caterer, and restaurant manager. Directions: For each of the statements below, underline “I agree” if you think the statement is accurate or “I disagree” if you disagree with it. Write one reason to explain your guess.

People who are successful at jobs in hospitality and tourism need to be good at dealing with the public and have good organizational skills, but they don’t need to be creative.

My guess: I agree I disagree

My reason:

I learned:

If you manage a hotel, a resort, or a tour company, you need to know about politics, current events, and finance.

My guess: I agree I disagree

My reason:

I learned:

Tourism is so important for most countries that their economies would fail without it.

My guess: I agree I disagree

My reason:

I learned:

Hospitality and tourism doesn’t have much of an effect on the environment because these days everyone recycles.

My guess: I agree I disagree

My reason:

I learned:

The hospitality and tourism industry serves only rich people.

My guess: I agree I disagree

My reason:

I learned:

Travel agents’ main job is to make hotel and plane reservations.

My guess: I agree I disagree

My reason:

I learned:

The reason customer service is important is so that the service staff (waiters, bartenders, bellhops) can make good tips.

My guess: I agree I disagree

My reason:

I learned:

Student Resource 1.2 Example: Alphabetical Taxonomy

A taxonomy is a list of related terms grouped into categories. You will develop taxonomies in this course to build vocabulary and to see the relationships among important terms. Your taxonomies will also be helpful tools for the writing and reading assignments you receive. Below is a taxonomy for the topic of colors, in which the terms have been categorized alphabetically.

Can you think of any others? Go ahead and add them into the correct category.

A aquamarine, amber, azure B black, brown, beige, bronze, burgundy C cobalt, chartreuse, cream, crimson D E ecru, emerald F fuchsia G gold, gray H I indigo, ivory J jade K L lavender, lilac M magenta, mauve N navy blue O ochre, olive P pink, periwinkle Q R red, rust S scarlet, silver T teal, tan, terra-cotta U ultramarine V violet, vermilion W white X Y yellow Z

Student Resource 1.3 Taxonomy: Hospitality and Tourism Terms

Student Name: Date:

Think of terms related to the topic your teacher gave you. Write them on this list in alphabetical order.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

This lesson introduces students to the history, basic composition, and importance of the hospitality and tourism industry. Students learn about four sectors of hospitality and tourism: transportation, lodging, food and beverage, and entertainment. They build a base for understanding current trends by studying the evolution of hospitality and tourism over the past century. Students create an assignment about the changes in one sector of the industry over the past 100 years. They also view each other’s assignments and discuss how the industry as a whole has changed and how changes in one sector of the industry may have caused changes in other sectors. Students thus gain a fuller understanding of the many sectors of the industry and how those sectors have evolved over time. Advance Preparation  Gather different newspapers and magazines, including some from other cities that have travel/entertainment sections. You will want one newspaper for each group of three or four students. You can print online versions as well.  Gather images of travel and tourism from the present day. Modern images may be gathered from travel magazines, newspapers, or websites. Each student will need a collection of images.  In Class Periods 2 and 3, each student will need access to computers with a printer for Internet research. This lesson is expected to take 3 class periods.

Lesson Framework Learning Objectives Each student will:  Describe the four primary sectors of the hospitality and tourism industry  Display understanding of the history of the hospitality and tourism industry  Evaluate how travel and tourism has changed in the last 100 years

 Compare and contrast travel and tourism today with travel and tourism at the turn of the 20th century Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available on the course downloads page of the NAF Curriculum Online Library, in the Course Planning Tools section).  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Compare and contrast services and products from related industries to understand and evaluate how they impact the delivery of travel and tourism products and services to customers (Common Career Technical Core 2012, HT-TT 8)  Understand the social, cultural, political, legal, and economic factors and issues that shape and impact the international business environment (McREL Business Education Standards 1999, Standard 32) Assessment

Assessment Product Means of Assessment

Comparative assignment analyzing changes in Assessment Criteria: Then and Now (Teacher one sector of the hospitality industry (Student Resource 2.3) Resource 2.3)

Prerequisites  Exposure to the basic vocabulary of hospitality and tourism

Instructional Materials Teacher Resources  Teacher Resource 2.1, Presentation and Notes: Over a Century of Hospitality and Tourism (includes separate PowerPoint file)  Teacher Resource 2.2, Guide: Multi-Pass Instructions for Over a Century of Hospitality and Tourism  Teacher Resource 2.3, Assessment Criteria: Then and Now  Teacher Resource 2.4, Key Vocabulary: The Development of Hospitality and Tourism  Teacher Resource 2.5, Bibliography: The Development of Hospitality and Tourism

Student Resources  Student Resource 2.1, Notes: Over a Century of Hospitality and Tourism  Student Resource 2.2, Reading: Over a Century of Hospitality and Tourism  Student Resource 2.3, Assignment: Then and Now  Student Resource 2.4, Photographs: Historic Hospitality Images Equipment and Supplies  Blackboard, whiteboard, or flip chart  Markers or chalk  LCD projector and computer for PowerPoint presentation  Various newspapers and magazines with travel sections, enough for each group of three to four students  Blank 8.5″ x 11″ paper  Photographs and other images of travel from today  Scissors (one for each student)  Tape or glue for each student  Computers with a printer and Internet access (one per student)

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 25 List, Group, Share: The Importance of Hospitality and Tourism This activity introduces students to the importance and breadth of the hospitality and tourism industry. To prepare, bring enough different newspapers from large cities with travel sections for each group of four to five students. On the board, write four headings: Transportation, Lodging, Food and Beverage, and Entertainment. Tell students that there are many sectors of the hospitality and tourism industry, but these are the four major ones that we will be concentrating on in this course. Tell students that you will use the initials HT to stand for Hospitality and Tourism for many activities. Use the information below to briefly describe the kinds of businesses that students can expect to find within each category.

Step Min. Activity

 Transportation: airlines, travel agencies, rental car agencies, trains, tour bus operations, bike rentals, Segway tours, cruises, private taxi services  Lodging: resorts, hotels, motels, bed and breakfasts, conference and convention centers, campgrounds, youth hostels, second homes, time shares, private property rentals  Food and Beverage: restaurants, bars, coffee shops, caterers; concessions in entertainment and sports venues, amusement parks, food trucks, and so on; food service in airlines, trains, and so on  Entertainment: amusement parks, sports venues, zoos, theaters, tours, shopping venues/malls Divide students into groups of three or four students and give each group one newspaper. Tell students to each take a page or two of their section of the newspaper. They have five minutes to identify as many stories, ads, and photos as possible about hospitality and tourism. With their section of the newspaper, each group of students should:  Determine which sector—transportation, lodging, food and beverage, entertainment—the story or ad is about and note that in the margin of the page.  Underline the location the story is highlighting, such as Paris, Disney World, Orlando, or Mexico. After 10 minutes, ask each group to give you examples to write under each sector heading and its location, if one was listed. Tell the rest of the groups to discuss the questions below among themselves and prepare answers to share with the class while you are calling on groups to help you to create these lists. The questions may be written on the board or on a sheet of chart paper:  Which HT businesses were familiar, and which ones were new to you?  What sector of the HT industry is most interesting to you? Why?  What sector did you find the most information on? What sector did you find the least?  How many of these sectors have you personally experienced as a customer? Ask each group to share its answers to at least one of the questions. Guide a discussion based on these responses to help students recognize how broad and varied hospitality and tourism is as an industry. Tell students that in the following presentation they will be introduced to the industry’s past to help them better understand the industry today.

2 25 Presentation: Over a Century of Hospitality and Tourism

This activity gives students a more in-depth understanding of the development of hospitality and tourism. By comparing the industry’s past with the present, they will begin thinking about the rapidly changing nature of the industry. It also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 2.1, Presentation Notes: Over a Century of Hospitality and Tourism. Have Teacher Resource 2.1, Presentation: Over a Century of Hospitality and Tourism (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector.

Step Min. Activity

Explain to students that in order to understand the present and the future of hospitality and tourism, they need to have some understanding of its past. Review Student Resource 2.1, Notes: Over a Century of Hospitality and Tourism. Tell them to fill in as much as they can during the presentation. Point out that students will be collecting new facts about each of the four industry sectors that they’ve just discussed, and they will also have an opportunity to ask any questions. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. Another option for this presentation is to use the multi-pass method, with the slides printed and posted around the classroom. Follow the instructions in Teacher Resource 2.2, Guide: Multi-Pass Instructions for Over a Century of Hospitality and Tourism. This presentation is duplicated as Student Resource 2.2, Reading: Over a Century of Hospitality and Tourism. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, divide the class into pairs or groups of three and have them compare their notes for completeness and accuracy. Invite each pair or triad to share their thoughts and questions.

CLASS PERIOD 2

3 50 Assignment: Then and Now

In this activity, students expand upon their knowledge of the history of hospitality and tourism by developing a visual comparison of one sector of the industry then and now. This activity focuses on the following college and career skills:

 Utilizing time efficiently when managing complex tasks  Developing awareness of one’s own abilities and performance Before class, make sure to have images of the present-day travel industry prepared, as described in the Advance Preparation section. Assign each student one of the following sectors of the industry:  Transportation  Lodging  Food and beverage  Entertainment Review Student Resource 2.3, Assignment: Then and Now. Explain that this activity is a visual compare and contrast assignment that will help students gain a better understanding of how the industry has changed in the last 100 years. Review Student Resource 2.4, Photographs: Historic Hospitality Images. Instruct students to use the appropriate images from this resource to fill in the Then column on Student Resource 2.3 by cutting the images out and gluing or taping them in the column. Next, identify the images or materials you have prepared for students to use for their

Step Min. Activity

Now images, including computers (one per student). Students will need to supplement and customize their images by searching on the Internet and printing several images. Have students fill in the Now column with the appropriate images. Also review the written summary section of the assignment. Ask students to read over the summary questions and then identify where those answers are in the example summary about basketball. Call on students, popcorn style (or as hands are raised), to share their answers and clear up any misunderstandings. Before students begin, review the assessment criteria at the bottom of Student Resource 2.3. Invite students to read over the assessment criteria and circle one that they think they can do very well on and another that they think might take more work for them to do well on. Invite students to vote by a show of hands on which criterion they feel most confident about. Take this opportunity to answer any questions. Then instruct students to get to work. When approximately 5–10 minutes remain in class, ask students to clean up their work area. Let them know that they will have a limited amount of time to finish their assignment in the next class period. Encourage students to continue looking for additional pictures to add to their visual Then and Now chart at home.

CLASS PERIOD 3

4 25 Assignment: Then and Now (Continued)

Students finish their comparative assignment. Let students know that they have approximately half the class period to finish their assignment. Ask students to read over the assessment criteria again and call on student volunteers to restate the criteria in their own words. Encourage students to compare their in-progress assignment with the assessment criteria to make sure they are doing a good job. Allow students approximately 20 minutes to finish their Then and Now assignment. Ask students to clean up any supplies they were using and to display their assignments on their desk.

5 25 Gallery Walk: Then and Now This activity provides students with an opportunity to learn from each other’s work and to consider how much hospitality and tourism has changed in the last 100 years. Post the following questions on the board or on a sheet of chart paper:  Which sector do you think has changed the most in the last 100 years? Why?  How do you think changes in one sector have affected the other sectors? Ask students to write a quick initial response to these questions in their notebook. Then ask students to take their notebook with them as they gallery walk and view each other’s assignment. Encourage students to take notes on other students’ work that may support their opinions. For example, if they think transportation has changed the most, what do they see in other students’ work that supports that opinion?

Step Min. Activity

If you have a large class, tell students to look at three examples from each sector and take notes on those. Ensure that students start the gallery walk at all points so that every student’s work is reviewed by classmates. After students have had a chance to view each other’s work, ask them to return to their seat. Ask for a show of hands of how many students think transportation changed the most. Call on a few volunteers to share why they think so. Repeat the process with the other three sectors. Then invite students to share their ideas about how changes in one sector may affect the other sectors. Make sure students understand that changes in transportation had a domino effect on the rest of the industry—as it became easier for people to travel longer distances, there was a greater need for lodging, food and beverage, and entertainment options. This led to greater competition between businesses in those sectors, which then led to greater choice for customers because there was greater variety within each sector. Wrap up the lesson by telling students that the entire industry, like every other industry in the 20th century, changed dramatically and quickly from its simple origins. The ways it has changed are dictated by the ways people’s perspectives on what they want when they travel have changed. Tell students that the next lesson will be about the psychology of travel. When class ends, collect the assignments and assess them using Teacher Resource 2.3, Assessment Criteria: Then and Now.

Extensions Content Enrichment  Present historical travel documents to students, including travelers’ identification, letters, photos, and so on, and ask students to reflect on how they differ from modern documents. As a guide, bring modern documents (passports, photos, letters) for the students to compare.  Take students on a field trip through the “old town” portion of their city or to a museum that offers a glimpse at historical travel artifacts and pictures. Have students write an essay or create a presentation that explains the then vs. now aspects they noticed. Another great comparison would be to go to an old hotel lobby and a new hotel lobby. The differences should really stand out.  Create a bulletin board of students’ favorite travel possibilities and careers by posting ads, articles, and brochures that the students choose. The board can change throughout the course. STEM Integration  Engineering: Working with your school’s science teacher, walk groups of students through building their own models of a maglev train. You can order a kit, or gather the materials yourself, using this website: https://store.sciencebuddies.org/Phys_p093/DOW-2100-KIT/Magic-Bullet-Train.aspx. For background on how maglevs work, see these sites: http://web-japan.org/kidsweb/hitech/maglev/ or http://science.howstuffworks.com/transport/engines-equipment/maglev-train.htm.

Explain to students that riding the fastest train in the world can be a real draw for tourists. Once they’ve built their trains, tell each group to write a short pitch to a client about how the maglev train

achieves its high speeds, and why it would make an exciting addition to their itinerary. (Note: As of Feb. 2016, the fastest train in the world is Japan Railways’ Maglev.)  Math: Have students choose 3-5 destinations, and compare their revenues in each of the travel sectors. These can be different cities, states, or regions, or countries. Different entities will list their revenues in different types of documents. They should try searching for “Tourism revenues in Turkey by sector” or “Hotel revenues in Istanbul.” Tell them to plot their comparison using the type of graph that seems most appropriate. Is there one country that has the highest revenues in all four categories? Have them write a short paragraph proposing reasons for the differences between their chosen destinations.  Technology: If your students have access to the Internet or you have the technology to use apps in your classroom, instruct students to create their Then and Now presentations by collecting photo media and making boards using Pinterest or the Pinterest app. Students may be inspired to start more boards as their course progresses, such as one about places they’d like to visit.  Technology: Ask students how they think technology will change the tech industry within the next 10 years. Write their predictions on the board before showing them this video about tech trends in the travel industry: https://www.youtube.com/watch?v=dM09VMRoBlc. If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see www.keepvid.com) or a similar program. Additional Cross-Curricular Ideas  English Language Arts: Compare descriptions of travel experiences or of characters’ stays in hotels or inns in different novels. How does the writer use these incidents to further the plot, illustrate something new about the characters, or give the reader a concrete sense of that time and place? For example, Tolkien in The Lord of the Rings uses hospitality (and lack thereof) as a major theme and vehicle for the plot throughout the series. Another example is Robert Jordan thinking about the hotel in Madrid in Ernest Hemingway’s The Sun Also Rises.

Teacher Resources

Resource Description

Teacher Resource 2.1 Presentation and Notes: Over a Century of Hospitality and Tourism (includes separate PowerPoint file)

Teacher Resource 2.2 Guide: Multi-Pass Instructions for Over a Century of Hospitality and Tourism

Teacher Resource 2.3 Assessment Criteria: Then and Now

Teacher Resource 2.4 Key Vocabulary: The Development of Hospitality and Tourism

Teacher Resource 2.5 Bibliography: The Development of Hospitality and Tourism

Teacher Resource 2.1 Presentation Notes: Over a Century of Hospitality and Tourism

Before you show this presentation, use the text accompanying each slide to develop presentation notes. Writing the notes yourself enables you to approach the subject matter in a way that is comfortable to you and engaging for your students. Make this presentation as interactive as possible by stopping frequently to ask questions and encourage class discussion.

Presentation notes

Today, we are going to learn more about the history of hospitality and tourism. The main topics we will cover include: • What lodging, food and beverage businesses, and entertainment were like in the past • Some of the reasons hospitality and tourism businesses changed over time to the present • What recent advantages in technology have allowed travel to become more convenient and comfortable

Presentation notes

Travel looked a lot different 100 years ago. Traveling just 25 miles could take more than a day, and traveling across the country could take weeks. It was also more dangerous than it is today. Robbery was more common, and trains crashed more frequently. In bad storms, travelers got lost or froze to death. Transportation included trains, very primitive cars, steamships, and horse-drawn carriages. All of these options were expensive, time consuming, and uncomfortable because of cramped spaces and bouncy rides. Americans didn’t even start paving roads until the late 1920s. In small towns, lodging options were few and far between. Some towns did not offer travelers a place to stay other than in a barn or with a friendly resident. For food, travelers often ate what was prepared by hotel owners or by local farmers. If they were lucky enough to find a restaurant, the menu would offer only a few choices. Travelers certainly couldn’t be picky! In larger cities it was different. Hotels were larger and fancier, and more restaurants with extensive menus were available to travelers. Entertainment was very different 100 years ago. There weren’t many entertainment businesses; people worked long hard hours and didn’t have the energy or money to spend on entertainment. Saloons and dance halls were popular, mostly with men. But most people traveled to visit relatives or look for work, not to find entertainment.

Presentation notes

Busses weren’t developed until 1915, only the wealthy could afford the first cars, and passenger planes weren’t available until 1933. Even then, planes could carry only as many as 10 people. That left trains, ships, and horses. The first steam-powered train was developed in 1830. By 1880, there were 1 million miles of railroad tracks in the United States, but only to major cities. Travelers could take steam-powered ships if their destination was near a river or lake. By the early 1900s, steamships and ocean liners traversed rivers and oceans, but passengers faced capsizing and drowning. The sinking of the Titanic was the most famous example of the dangers water travelers faced. Horse-drawn carriages were reliable, but they were slow and uncomfortable. Horses pulled stagecoaches, wagons, and delivery vans, and they even hauled water tanks and fire hoses. On long trips tired horses had to be switched for fresher ones every few miles. Also, robbers, called outlaws, frequently targeted stagecoach passengers. As technology improved, so did transportation. Planes were larger and could hold more people safely, and cars became more affordable and easier to get. The Interstate Highway System was created in the 1950s to provide a way for people and goods to travel between cities and states. At the time, the highway system was designed to reduce traffic jams, although today there are so many more cars on the road that traffic is still a problem in many areas.

Presentation notes

It was not until 1904 that the first individually controlled heating and cooling units were installed in a hotel, and even then they were available only to the wealthiest guests. In most hotels, fireplaces in the main room were used to heat the whole building, and there were no cooling methods available. Only the most expensive, most modern hotels had electricity, so fireplaces and candles also provided light. If the town did offer a hotel (often called an inn), guests often shared rooms, bathrooms, and even used outhouses. If there were no beds available, guests slept on the floor near the fireplace. Showers often consisted of cold-water washes in a basin. In luxury hotels, guests had their own hot baths. The first commercial hotel was built in Buffalo, New York, in 1908 and offered private baths, full-length mirrors, and laundry services. By the 1920s, the hotel industry was booming. In 1927, Chicago’s Hotel Stevens was the largest hotel in the United States, with 3,000 rooms. When travel was difficult and expensive, most people didn’t go too far. As transportation improved, more people wanted to travel. By the 1950s, many American families had cars, and motels (motor hotels) began to grow in popularity. In 1952, the first Holiday Inn opened in Memphis, Tennessee. Holiday Inns were developed as a way to give people the same quality of lodging across the country and to make travel more affordable for families and people who were not wealthy.

Presentation notes

Innkeepers usually offered meals to travelers, and their meals were included in the price of their room. If the town did have a restaurant, it was often built right next to the hotel, a practice that continues today. The most common type of restaurant was a tavern or a saloon, which primarily offered beer. Food was available, but there were very few choices. The wealthiest travelers could enjoy full-service restaurants with chefs, waiters, and silverware while they traveled by train, but most had to wait until they arrived at the train station to buy less expensive meals. During Prohibition, a time when drinking alcohol was illegal, restaurant owners and innkeepers were banned from serving beer or liquor. Prohibition lasted from 1919 through 1933. During this time an underground trade in alcohol flourished. People could drink bootleg liquor in a kind of bar called a speakeasy. All the guests had to be ready to run out the back door if the police made a raid. The hospitality business could be very profitable but very risky. Prohibition didn’t work, and it was repealed in 1933. As the century went on, more and more people had the money to go out to eat, and restaurants began to change in response to these new customers. By the 1950s, many Americans had traveled out of the country, either for fun or during their service in World War II. When they came home, they brought back an interest in ethnic cuisines they had experienced in Europe or Asia. In addition, the increased number of people driving cars led to an explosion in the popularity of fast-food restaurants, especially those with a drive-in or drive- through service, which was new and exciting at the time.

Presentation notes

Travelers often visited the dance halls, saloons, or stores in the cities they passed, but they rarely traveled just for fun (unlike today, when people take trips specifically to go to amusement parks, sightsee, and relax on the beach). Wealthy people in big cities attended the opera, the symphony, and the ballet. The one entertainment that could draw everyone from miles around was the circus. It usually performed in larger cities across the country. People also traveled short distances to see zoos, magicians, and theater performances. Entertainment and attractions were also affected by the change in transportation. When it was difficult to travel, people stayed close to home. As transportation became easier and more people had cars, they started to take day trips, weekend excursions, or even cross-country driving trips to explore new destinations and new attractions.

Presentation notes

The maglev, which stands for magnetic levitation, is one of the world’s fastest trains. Located in China, the maglev was introduced in 2004. It can travel at speeds faster than 300 mph. The Airbus A380 superjumbo is the largest jetliner in the world and claims to be the most fuel-efficient and quietest jet of all, too. Introduced in 2007, the plane features private first-class suites with double beds and meals of lobster and champagne. It is as tall as a seven- story building and can hold 70 cars in each wing. Dubai’s Burj Al Arab, or Tower of the Arabs, hotel floats on a human-made island and is one of the world’s tallest hotels. It also costs up to $15,000 per night to stay there. It has an underwater restaurant, submarine rides, and decorations made out of gold. The newest, largest cruise ship is Allure of the Seas, which can hold 6,296 passengers and 2,384 crew members.

Presentation notes

Modern travel planning is all about technology; you just need access to a computer or smartphone. Websites help you compare prices for airfare, hotel rooms, and rental cars. You can book reservations and pay for tickets online. You can pay for your cab with a debit or credit card from the back seat, and the tip is already figured out. Or, you can contact one of the new ride services such as Uber, Lyft, or Sidecar by having their apps on your phone. You and the driver can see each other’s picture and profile, and both driver and rider accept the ride request. Once you agree to getting picked up by a driver, you track his or her progress toward you, and the driver uses GPS to find you. The payment is transferred electronically; no actual money changes hands.

Presentation notes

Traditional hotels are now in competition with a new trend that is actually kind of retro: staying in people’s houses. You can sign on with a company like Airbnb, FlipKey, or HomeAway. People renting their properties and people looking for a place to stay all post profiles of themselves and get reviewed, which helps weed out bad guests or difficult renters. If you go away on vacation, you can rent your house out to someone coming to your town for that same amount of time. Many people hire property managers to rent out their vacation homes this way as well. Reservations and payment are all handled online. Dining trends are changing fast too. Fast food appeals to people who want to eat the exact same thing no matter where they are. But more and more travelers want the opposite: a meal that is local, that they can’t get just anywhere. Instead of Kentucky Fried Chicken, they want to try chicken blintzes in the Russian neighborhood of San Francisco or the best fried chicken in all of Baltimore. Restaurateurs are taking their specialties on the road, literally: food trucks are a very hot trend. They can serve local fare wherever people are gathering for lunch. Office workers downtown are thrilled to have a new option instead of the usual deli sandwich. Tourists at the shore can line up for something special and eat it without leaving the beach.

Presentation notes

Teacher Resource 2.2 Guide: Multi-Pass Instructions for Over a Century of Hospitality and Tourism

First Pass: Survey (5 Minutes)  Read the title and introduction, and note the sections of the presentation.  Examine the illustrations.  Read the headings to see how the presentation is organized.  Paraphrase the information acquired. Second Pass: Size Up (10 Minutes)  Identify key concepts by using titles and headings, visuals, bold print, italics, and/or color codes.  Generate questions about key concepts and answer them by looking at the slides.  Paraphrase key concepts. Third Pass: Sort Out (10 Minutes)  Answer student-generated questions and reinforce key concepts.

Teacher Resource 2.3 Assessment Criteria: Then and Now

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

All images reflect a wide range of examples of a specific industry sector. □ □ □ The images are logically organized into Then and Now. □ □ □

The summary accurately identifies specific ways the industry sector has changed. □ □ □

The summary provides a thoughtful analysis of what has improved over time in that sector as well as what may □ □ □ have been better in an earlier era.

The entire assignment is neat and uses proper grammar and spelling. □ □ □

Additional Comments:

______

Teacher Resource 2.4 Key Vocabulary: The Development of Hospitality and Tourism

Term Definition entertainment An activity that provides pleasure and/or relaxation, such as sightseeing, playing sports, going to the theater, watching animals at a zoo, and riding roller coasters at an amusement park. food and beverage Any business that provides food or drink to customers, including catering businesses, street vendors, fast-food restaurants, diners, luxury restaurants, and even room service. lodging A place for travelers to sleep, rest, and sometimes eat, such as hotels, bed and breakfasts, hostels, and even campsites. transportation The movement of people and goods from one place to another, such as by means of cars, trains, planes, boats, and busses.

Teacher Resource 2.5 Bibliography: The Development of Hospitality and Tourism

Print Angelo, Rocco M., and A. Vladimir. Hospitality Today: An Introduction, 3rd ed. Orlando, FL: Educational Institute of the American Hotel & Motel Association, 1998. Brymer, Robert, and J. Avella. Hospitality & Tourism, 11th ed. Dubuque, IA: Kendall/Hunt Publishing Company, 2004. Cetron, Marvin, F. DeMicco, and O. Davies. Hospitality 2010: The Future of Hospitality and Travel. Upper Saddle River, NJ: Prentice Hall, 2006. Cook, Roy A., L. Yale, and J. Marqua. Tourism: The Business of Travel and Atlas World Geography Package, 2005 CR ed., 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2005. Lockwood, Andrew, and S. Medik. Tourism and Hospitality in the 21st Century. Oxford, England: Butterworth Heinemann, 2001.

Online “Airlines, Hotels & Travel Business Trends Analysis.” Plunkett Research, Ltd., http://www.plunkettresearch.com/travel-tourism-market-research/industry-trends (accessed February 4, 2016). “Entertainment.” Wikipedia, http://en.wikipedia.org/wiki/Entertainment (accessed February 4, 2016). Gluckman, Ron. “Is It a Bird? A Plane?” Ron Gluckman’s Reporting Pages, http://www.gluckman.com/Maglev.html (accessed February 4, 2016). “History of Lodging.” American Hotel & Lodging Association, http://www.ahla.com/content.aspx?id=4072&terms=history+of+lodging (accessed February 4, 2016). Morris, Steven. “The Hypersonic Plane Designed to Reach Australia in Under Five Hours.” The GuardianFebruary 5, 2008, http://www.guardian.co.uk/business/2008/feb/05/theairlineindustry.travelnews (accessed February 4, 2016). “MS Allure of the Seas.” Wikipedia, http://en.wikipedia.org/wiki/MS_Allure_of_the_Seas (accessed February 4, 2016). “Transport.” Wikipedia, http://en.wikipedia.org/wiki/Transportation (accessed February 4, 2016). “2014 Lodging Industry Profile.” American Hotel & Lodging Association, https://www.ahla.com/content.aspx?id=36332 (accessed February 4, 2016). “World’s Tallest Hotel Opens Its Doors.” BBC News, December 1, 1999, http://news.bbc.co.uk/2/hi/middle_east/545499.stm (accessed February 4, 2016).

Student Resources

Resource Description

Student Resource 2.1 Notes: Over a Century of Hospitality and Tourism

Student Resource 2.2 Reading: Over a Century of Hospitality and Tourism

Student Resource 2.3 Assignment: Then and Now

Student Resource 2.4 Photographs: Historic Hospitality Images

Student Resource 2.1 Notes: Over a Century of Hospitality and Tourism

Student Name: Date:

Directions: Use the chart below to help you organize your thoughts about each of the four industry sectors. List at least three to five new facts that you learned about each sector, especially ones that strike you as important to understanding the industry today. Also note any questions you have about that sector’s history.

Transportation Entertainment

New Facts I Learned: New Facts I Learned:

Questions I Have: Questions I Have:

Lodging Food and Beverage

New Facts I Learned: New Facts I Learned:

Questions I Have: Questions I Have:

Student Resource 2.2 Reading: Over a Century of Hospitality and Tourism

Transportation included trains, very primitive cars, steamships, and horse-drawn carriages. All of these options were expensive, time consuming, and uncomfortable because of cramped spaces and bouncy rides. Americans didn’t even start paving roads until the late 1920s.

In small towns, lodging options were few and far between. Some towns did not offer travelers a place to stay other than in a barn or with a friendly resident. For food, travelers often ate what was prepared by hotel owners or by local farmers. If they were lucky enough to find a restaurant, the menu would offer only a few choices. Travelers certainly couldn’t be picky! In larger cities it was different. Hotels were larger and fancier, and more restaurants with extensive menus were available to travelers.

Entertainment was very different 100 years ago. There weren’t many entertainment businesses; people worked long hard hours and didn’t have the energy or money to spend on entertainment. Saloons and dance halls were popular, mostly with men. But most people traveled to visit relatives or look for work, not to find entertainment.

Innkeepers usually offered meals to travelers, and their meals were included in the price of their room. If the town did have a restaurant, it was often built right next to the hotel, a practice that continues today. The most common type of restaurant was a tavern or a saloon, which primarily offered beer. Food was available, but there were very few choices. The wealthiest travelers could enjoy full-service restaurants with chefs, waiters, and silverware while they traveled by train, but most had to wait until they arrived at the train station to buy less expensive meals. During Prohibition, a time when drinking alcohol was illegal, restaurant owners and innkeepers were banned from serving beer or liquor. Prohibition lasted from 1919 through 1933. During this time an underground trade in alcohol flourished. People could drink bootleg liquor in a kind of bar called a speakeasy. All the guests had to be ready to run out the back door if the police made a raid. The hospitality business could be very profitable but very risky. Prohibition didn’t work, and it was repealed in 1933. As the century went on, more and more people had the money to go out to eat, and restaurants began to change in response to these new customers. By the 1950s, many Americans had traveled out of the country, either for fun or during their service in World War II. When they came home, they brought back an interest in ethnic cuisines they had experienced in Europe or Asia. In addition, the increased number of people driving cars led to an explosion in the popularity of fast-food restaurants, especially those with a drive-in or drive-through service, which was new and exciting at the time.

The maglev, which stands for magnetic levitation, is one of the world’s fastest trains. Located in China, the maglev was introduced in 2004. It can travel at speeds faster than 300 mph. The Airbus A380 superjumbo is the largest jetliner in the world and claims to be the most fuel-efficient and quietest jet of all, too. Introduced in 2007, the plane features private first-class suites with double beds and meals of lobster and champagne. It is as tall as a seven-story building and can hold 70 cars in each wing. Dubai’s Burj Al Arab, or Tower of the Arabs, hotel floats on a human-made island and is one of the world’s tallest hotels. It also costs up to $15,000 per night to stay there. It has an underwater restaurant, submarine rides, and decorations made out of gold. The newest, largest cruise ship is Allure of the Seas, which can hold 6,296 passengers and 2,384 crew members.

Student Resource 2.3 Assignment: Then and Now

Student Name:______Date:______

Directions: Create a visual representation of one sector of the hospitality and tourism industry: transportation, lodging, food and beverage, or entertainment. Write down your assigned sector in the space below. Fill in the chart with images that show how your sector used to look and how it looks today. Use Student Resource 2.4, Photographs: Historic Hospitality Images, to get you started; for images for the Now side you will need to search magazines, newspapers, or websites. After you have added your images, write a short description of how your industry has changed. You may need to refer back to Student Resource 2.2 or do some additional research in order to write your summary.

My industry sector is:

Then Now

Now that you have completed your chart, you need to write a short summary of how your industry sector changed. Write one sentence about each picture on the Then side, and at least one sentence to summarize the Now side. Make sure your summary answers the following questions:  Name three ways your sector has changed in the last 100 years.  Describe at least three ways things have improved over what was available in the past. (Are there more choices? Are products/services more available? Are things easier to use? Less expensive? Cleaner? Safer?)  Is there anything you think might have been better long ago? Why or why not? Use the example below to help you.

Example: Basketball Then and Now

Basketball has changed a lot in the last 100 years. When the game was first played, people tossed the ball into a wooden peach basket, and they had to climb up and take the ball out after each shot (picture 1). The peach basket was replaced by a metal basket (picture 2) that allowed the ball to fall back down to the ground. Women first played basketball in the 1890s, shortly after men started playing the game (picture 3). College basketball had become very popular by the 1950s (picture 4). The NBA was formed in 1946 (picture 5), and the WNBA was formed in 1997 (picture 6). Today, basketball is one of the most popular games in the world. The NBA Finals, the Final Four (college basketball finals), and the Olympic basketball games are watched by millions of people.

Today, basketball is played with better equipment than in the old days. Players are better trained and more people get to play. The game is more popular than it has ever been. Tickets to professional games have gotten a lot more expensive, but you can still watch high school or even pick-up games in the street for very little expense.

I think one thing that might have been better a long time ago is the price you had to pay to watch the games. The tickets for professional games were less expensive 30 or 50 years ago. Also, it was probably easier for people to play professional basketball, which is a good thing and a bad thing. It would be a good thing if you were trying to get a job as an NBA player, but it might have been a bad thing for the fans, because not all the players were as good as they are today.

Make sure your assignment meets or exceeds the following assessment criteria:  All images reflect a wide range of examples of a specific industry sector.  The images are logically organized into Then and Now.  The summary accurately identifies specific ways the industry sector has changed.  The summary provides a thoughtful analysis of what has improved over time in that sector as well as what may have been better in an earlier era.  The entire assignment is neat and uses proper grammar and spelling.

Student Resource 2.4 Photographs: Historic Hospitality Images

playing billiards

horse racing

hotel dining room

restaurant

hotel room

car

horse and carriage

passenger airplane

jazz orchestra

musical play or opera

formal dining room

ice cream parlor motel

outdoor restaurant

car

hotel room swing dancing

steam locomotive hotel room

vaudeville theater ocean liner

restaurant

This lesson lays the groundwork for students to understand the psychology behind why people travel and how they make their travel choices. After exploring various reasons for travel across a broad spectrum of demographics, students study popular theories of consumer motivation. Students also learn key concepts of customer service and consider how the psychology of travel plays a role in customer service in the hospitality and tourism industry. This lesson is expected to take 3 class periods.

Lesson Framework Learning Objectives Each student will:  Describe different types of travelers and their reasons for traveling*  Compare and contrast several theories about consumer motivation*  Explain how consumers make travel choices to fulfill their needs and wants  Summarize key characteristics of great customer service  Explain how understanding consumer motivation can improve customer service *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available on the course downloads page of the NAF Curriculum Online Library, in the Course Planning Tools section).

 Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10)  Explain how physical or human characteristics interact to create a place by giving it meaning and significance (National Geography Standards, 2nd. ed. 2012, 4.2 A) Assessment

Assessment Product Means of Assessment

Personal analysis of traveler motivation and Assessment Criteria: My Own Weekend customer service strategies (Student Resource Getaway (Teacher Resource 3.6) 3.5)

Prerequisites  Understanding of the four industry sectors (transportation, lodging, food and beverage, and entertainment) and some of the businesses that are included in those categories

Instructional Materials Teacher Resources  Teacher Resource 3.1, Activity: Who, What, When, Where, Why, How?  Teacher Resource 3.2, Answer Key: Who, What, When, Where, Why, How?  Teacher Resource 3.3, Presentation 1 and Notes: Theories of Consumer Motivation (includes separate PowerPoint file)  Teacher Resource 3.4, Descriptions: Good Customer Service  Teacher Resource 3.5, Presentation 2 and Notes: Customer Service Responsibilities (includes separate PowerPoint file)  Teacher Resource 3.6, Assessment Criteria: My Own Weekend Getaway  Teacher Resource 3.7, Prompts: Learning Objective Reflection (separate PowerPoint slide)  Teacher Resource 3.8, Guide: Teaching Reflection  Teacher Resource 3.9, Key Vocabulary: The Psychology of the Traveler and Customer Service  Teacher Resource 3.10, Bibliography: The Psychology of the Traveler and Customer Service Student Resources  Student Resource 3.1, Notes: Theories of Consumer Motivation  Student Resource 3.2, Reading: Theories of Consumer Motivation  Student Resource 3.3, Defining Format: Customer Service Terms  Student Resource 3.4, Reading: Customer Service Responsibilities

 Student Resource 3.5, Assignment: My Own Weekend Getaway Equipment and Supplies  Blackboard, whiteboard, or flip chart  Chalk or markers  LCD projector and computer for PowerPoint presentations  Bowl or container for holding slips of paper

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 25 Forming Groups: Who, What, When, Where, Why, How? Students begin their study of the psychology of travel by learning that people travel for many different reasons. This activity challenges students to make connections between a particular traveler’s needs and preferences. This activity also focuses on the following college and career skills:  Demonstrating teamwork and collaboration  Demonstrating the ability to listen effectively Before class, cut along each solid line of Teacher Resource 3.1, Activity: Who, What, When, Where, Why, How, to create individual cards or strips of paper with pieces of information on them. When class begins, distribute one strip of paper to each student. Explain that this lesson will focus on travelers’ needs and wants. Point out that needs and wants largely influence how a person travels. Tell students that each of them has one piece of information about a specific traveler’s needs and wants. In some cases, there is a pair or small group of travelers. The students’ goal will be to form groups based on the information they hold, so that all of the information about one traveler, or pair/group of travelers, comes together. Use the following example to help them understand. Some students have a strip that says “Who I am.” This strip provides the description of the traveler. For example:  I am an 18-year-old who recently graduated from high school. I am taking a trip with

Step Min. Activity

my two best friends to celebrate our graduation. Ask students to raise their hands if they have a “Who I am” strip. The rest of the students have strips that provide specific details of what, when, where, why, and how. Point out that all of these individual pieces of information can be put together to create a clear portrait of a specific traveler’s needs and wants. That is what the students are going to do. Instruct the students who have “Who I am” strips to remain seated. Ask the rest of the students to stand. Explain that their job is to circulate and read each of the “Who I am” strips and determine which one is the best match for the strip they are holding. When they find a match, they should sit near that person. Eventually, they should form groups that have strips that answer all of the major questions about a particular traveler or group of travelers. Remind students that there should be only one of each type of strip per group—in other words, no group should have two “When I will travel” strips or two “Why I am going” strips. Give students approximately five minutes to form groups. As groups form, encourage them to read each other’s strips and make sure they agree that they all belong in the same group. When the groups have been formed, ask each group to read aloud the strips they are holding, beginning with “Who I am.” Refer to Teacher Resource 3.2, Answer Key: Who, What, When, Where, Why, How, to make sure students have formed the correct groups. When they have read their strips aloud, ask each group to explain how they decided that their descriptions fit together. Students may have come up with different groups than in Teacher Resource 3.2; in this case, see if the students come up with a plausible explanation. Use this opportunity to correct any misunderstandings. Tell students that to make it easier to attract and serve customers, hospitality and tourism businesses think in terms of two basic categories: business and leisure. Companies designed to attract leisure travelers might offer different services than those targeting business travelers. For example, the retired couple in this activity needs to watch their budget and wants to include their pet, so they pick a hotel based on discounts and pet-friendliness. The architect, on the other hand, wants convenience and instant access to tools important to her business, such as an Internet connection and a desk in her hotel room, and is not as concerned about cost or pets. Advise students that this is an important consideration to keep in mind for future assignments in this course. Remind students that the first major component of consumer motivation is need, but the second one is choice. A consumer’s needs motivate his or her choices. In the next activity, students will investigate how needs and wants play into consumer motivation.

2 25 Presentation: Theories of Consumer Motivation

This activity gives students an in-depth look at consumer motivation. It also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 3.3, Presentation 1 Notes: Theories of Consumer Motivation. Have Teacher Resource 3.3, Presentation 1: Theories of Consumer Motivation (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector.

Step Min. Activity

Review Student Resource 3.1, Notes: Theories of Consumer Motivation. Explain that students are about to learn about three different theories that will help them understand why people travel. As they learn about each theory, they should make notes in the appropriate column. Ask them to think about what might motivate them to visit a location. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. This presentation is duplicated as Student Resource 3.2, Reading: Theories of Consumer Motivation. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful as a review. After the presentation, divide the class into pairs or groups of three and have them compare their notes for completeness and accuracy. Invite each pair or triad to share their thoughts and questions. To gauge student understanding, assess Student Resource 3.1, Notes: Theories of Consumer Motivation, on a credit/no-credit basis.

CLASS PERIOD 2

3 20 Employee Reviews: Characteristics of Good Customer Service The objective of this activity is get students thinking about good customer service by encouraging them to consider observable behaviors of great customer service employees. This activity also focuses on the following college and career skills:  Working effectively with a diversity of individuals and perspectives  Demonstrating the ability to speak effectively  Demonstrating the ability to listen effectively Before class begins, cut Teacher Resource 3.4, Descriptions: Good Customer Service, into strips. Put the strips into a bowl or other container. Write the words customer service on the board or on a sheet of chart paper. Ask students:  What is customer service? Have you experienced good customer service? How do you know?  Have you experienced bad customer service? How do you know? Invite a few volunteers to share their thoughts. Point out that any time we interact with people at their job, we are experiencing customer service. Even at school, students have a customer service experience. They also experience customer service if they go to a store, if they eat at a restaurant or order a pizza, if they go to the doctor, if their parents hire a repair person to fix the car or replace a leaking pipe—the list is endless. Ask students:  Think about the consumer motivation theories you just learned. How do you think those theories can help hospitality employees give really great customer service to their guests?

Step Min. Activity

Give students a few minutes to think about this question and hold a brief class discussion on students’ thoughts. Tell students that later in this lesson they will have another opportunity to apply theories of consumer motivation to new situations. Divide the class into groups of four or five and have one representative of each group draw a slip of paper. Explain that each group is the management team for a specific hospitality business. They are conducting employee reviews, and they find one of their employees is doing an outstanding job. They need to describe what this employee is doing that is creating such a positive customer service experience. Remind students to think about observable behaviors—what the employee is doing as well as the details of how the employee is doing it—as they respond to the scenario provided on their slip of paper. For example, if the behavior is that the employee is friendly, she is showing it by smiling, extending her hand to shake, leaning toward the customer attentively, and looking him straight in the eye in a welcoming manner. In this way, students will be answering the question, “How do you know?” Give the groups approximately five minutes to generate a list of behaviors or characteristics. Then invite one group to share something they wrote down—for example, “listening carefully to customer complaints.” Write it on the board. Then ask the other groups to raise their hands if they had something similar on their list. There should be considerable overlap in what students say the employees are doing. Repeat this process until a detailed list of observable behaviors and characteristics is on the board. Make sure the list includes the following:  Attentive/has good listening skills  Responsive to complaints, questions, or feedback  Friendly/nice/happy/fun/has positive energy  Sympathetic to customer concerns  Knowledgeable about his or her industry/products/services  Willing to go the extra mile or make the extra effort to please a customer Tell students that they have just created a list of the characteristics of great customer service.

4 30 Presentation: Customer Service Responsibilities

This activity gives students an in-depth understanding of customer service responsibilities within the hospitality and tourism industry. To prepare, make notes to guide class discussion using Teacher Resource 3.5, Presentation 2 Notes: Customer Service Responsibilities. Have Teacher Resource 3.5, Presentation 2: Customer Service Responsibilities (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Tell students that they are about to learn more about why customer service is so critical to the success of any business. There are some important terms to be familiar with in order to discuss customer service. Ask students to review Student Resource 3.3, Defining Format: Customer Service Terms. Review the directions and the examples with the students and make sure everyone understands what to do. (For more

Step Min. Activity

information on the Defining Format strategy, see The NAF Learning Handbook.) Present the slideshow. This presentation is also duplicated as Student Resource 3.4, Reading: Customer Service Responsibilities, to use according to your preferences. You may like to pause on Slide 3 and ask the following discussion questions:  Have you ever had an experience with customer service over the phone? Think of a positive one.  Could you hear a smile?  How else did the customer service representative provide good service?  Have you had a negative customer service experience over the phone? What made it so? After the presentation, pair students up to compare their notes. Students can add to their own notes if their partner thought of something that they did not. Next, ask a pair to share a defined term with the class. Ask other pairs if they wrote something similar or different. Discuss each term and correct any misconceptions. You may want to gauge student understanding by assessing Student Resource 3.3 on a credit/no-credit basis.

CLASS PERIOD 3

5 30 Applying Models and Terms: My Own Dream Weekend Getaway In this activity, students assimilate the content of this lesson by applying the theories and terms that they’ve learned to a hypothetical opportunity to get away for the weekend. Tell students that they have learned many new concepts and terms in this lesson. To help them grasp this new content, they will complete an assignment in which they imagine that they are going on a trip. Review Student Resource 3.5, Assignment: My Own Weekend Getaway, with the class. Make special note of the assessment criteria at the end of the assignment sheet and answer any questions. When about 20 minutes remain in class, collect the assignment and assess it using Teacher Resource 3.6, Assessment Criteria: My Own Weekend Getaway. If students need more time to finish their work as homework, collect the assignment at the beginning of the next class period and assess it accordingly.

6 20 Reflection: Key Learning Objective

Students reflect on whether they met a specific learning objective for this lesson. Prior to class, prepare to project Teacher Resource 3.7, Prompts: Learning Objective Reflection (separate PowerPoint slide), during this activity. Note: If your students lack experience with reflecting on their learning or reflecting on whether they met a learning objective for a lesson, refer to Teacher Resource 3.8, Guide: Teaching Reflection. Allocate more time for this reflection activity in order to

Step Min. Activity

integrate more direct instruction and practice. Write the following learning objective on the board:  Compare and contrast several theories about consumer motivation. Project Teacher Resource 3.7, Prompts: Learning Objective Reflection (separate PowerPoint slide). Tell students to choose one of the prompts and think about it in connection with the learning objective on the board. They should then write their reflection in their notebook. Give students a few minutes to write down their thoughts. Ask for a show of hands to see who chose the first prompt. Place these students in pairs or triads to compare their reflections. Do the same for each of the other prompts. Their task is to choose the reflection that is most complete, on topic, and thoughtful. Ask a member of each group to share the reflection that the group feels best fits these criteria. Generate a brief class discussion to help students develop their metacognitive skills. Complete this activity by telling students that this type of practice will help them when they have to complete professional self-evaluations in their internships or jobs. If your students are participating in NAFTrack Certification, it also prepares them for the reflection component of the culminating project.

Extensions Content Enrichment  Have students bring closure to the vocabulary taxonomy they started in Lesson 1. Instruct students to spend five minutes adding any new terms that they have not yet included. Next, have students do a gallery walk to collect more terms from their classmates. Conduct a brief class review and discussion on the additions they made. Conclude by reminding students that they now have a resource for future assignments that will help them to remember and use new terminology.  Have a travel agent or hospitality and tourism business owner speak to the class. Hold a question and answer period at the end of the visit. Alternatively, ask students to interview travel agents or hospitality and tourism business owners to determine how these professionals use consumer needs and choices to develop their services and products. Have students present their interview questions and findings in a written report.  Instead of using the full set of information provided in Teacher Resource 3.1, Activity: Who, What, When, Where, Why, How?, give students only the “Who I am” portion for a new set of customers and have students fill in the rest of the information before conducting the activity.  Arrange for students to visit a hospitality and tourism business, such as a restaurant, an entertainment business, a transportation business, or a hotel, and write a report on what they notice about customer service. They should list specific customer service activities employees utilized, including greeting customers, taking orders, providing information, and making transactions. Students should also include a review of how the employees carried out these customer service responsibilities. Tell students to take a look at websites and online forums that post customer service reviews daily like Yelp, TripAdvisor, Open Table, Twitter, and Facebook. Explain that social media is now a crucial part of customer service-based business success.  Have students interview a hospitality and tourism employee about what customer service skills the employee needs in order to successfully carry out his or her duties. Alternatively, students can

interview someone who is responsible for hiring employees and ask what customer service skills employees need in order to get the job. Ask students to write up their findings in a report that they can share with other students.  Send students out on an investigation: ask them to find one business, in any type of industry, in which employees don’t have to perform any type of customer service role. Have students report on their findings and explain how difficult it was to find a business that didn’t have a customer service component to it.  Discuss how customer service and tipping go hand in hand. Some restaurants are even moving away from tipping entirely. Have students read and discuss this article in Entrepreneur magazine: http://www.entrepreneur.com/article/246972.  Arrange for students to visit several different types of stores, including music stores, computer stores, and even car dealerships. Tell them their assignment does not include purchasing anything or test driving a car; instead, they should interact with salespeople and notice the differences between sales tactics. After the visit, invite students to present their findings to classmates. Lead a discussion about the connection between sales tactics and good customer service. STEM Integration  Science: (Psychology) Give students this scenario: Imagine that you’re a travel agent planning an itinerary for a customer. He wants to travel extensively through North America, but says he’s afraid of flying, because he believes that turbulence can make a plane crash. He would prefer another form of travel. You want to assist him with the great customer service, because you can see that flying is the only way he can visit all the destinations he has in mind. Using these websites, prepare an explanation for him of what turbulence is and why he can have confidence in his safety even during a bumpy flight: o http://fearofflyingschool.com/airplane-turbulence o http://www.pbs.org/newshour/rundown/airplane-turbulence-how-dangerous-is-it/ o http://www.askthepilot.com/questionanswers/turbulence/ Working in pairs, one student should explain turbulence to the other, while the other asks questions to better understand why turbulence doesn’t pose a threat.  Technology: Have students conduct an informal poll or survey of peers, teachers, friends, parents, caregivers, and others to determine the consumer motivations of a variety of people and have them write a research report summarizing their findings. Students should create an online poll using sites such as www.surveymonkey.com or www.surveyplanet.com to organize their questions. Additional Cross-Curricular Ideas  English Language Arts: Authors Mark Twain and Henry David Thoreau focus on travel in much of their writing. Choose an author or book that students have been studying. Have students write about how the author’s approach to travel illuminates its appeal and conveys its ability to change a person.  History: Have students conduct research on the origin, history, and author(s) of one or more of the theories used to explain consumer motivation. Have them present their findings in a research paper.  Social Studies: Have students research how psychologists use the same theories to study behavior in contexts outside of hospitality and tourism and present their findings in a research paper.  Social Studies: Have students compare the customer service skills needed by employees who meet customers face to face with employees who talk to customers over the phone or on the

Internet. Ask students to write reports comparing these roles, focusing on aspects that make each job role easier or more difficult.  Social Studies: Have students research and report on the history of sales during the last century. They should study the different sales tactics used over time as well as the different sales media.  Social Studies: Have students consider movies they recently watched that had components of travel and tourism, such as Lord of the Rings or Cars. Did the movie motivate them to travel in general or visit the locations in the film?

Teacher Resources

Resource Description

Teacher Resource 3.1 Activity: Who, What, When, Where, Why, How?

Teacher Resource 3.2 Answer Key: Who, What, When, Where, Why, How?

Teacher Resource 3.3 Presentation 1 and Notes: Theories of Consumer Motivation (includes separate PowerPoint file)

Teacher Resource 3.4 Descriptions: Good Customer Service

Teacher Resource 3.5 Presentation 2 and Notes: Customer Service Responsibilities (includes separate PowerPoint file)

Teacher Resource 3.6 Assessment Criteria: My Own Weekend Getaway

Teacher Resource 3.7 Prompts: Learning Objective Reflection (separate PowerPoint slide)

Teacher Resource 3.8 Guide: Teaching Reflection

Teacher Resource 3.9 Key Vocabulary: The Psychology of the Traveler and Customer Service

Teacher Resource 3.10 Bibliography: The Psychology of the Traveler and Customer Service

Teacher Resource 3.1 Activity: Who, What, When, Where, Why, How?

Cut along the lines to create one piece of information for each student. There might be more strips of information than there are students; in that case, use Teacher Resource 3.2, Answer Key: Who, What, When, Where, Why, How?, to help distribute sets of information that belong together.

Who I am: I am married with two small children, ages 1 and 5 years, and my spouse and children are traveling with me.

What I like to eat: I would like my family to eat at healthy restaurants that offer children’s menus. It would also be nice to stay in a bed and breakfast that serves healthy meals in the morning.

When I will travel: It is important to travel when my 5-year-old child, who is in kindergarten, is out of school.

Where I will stay: I would like to stay in a bed and breakfast because my family would be more comfortable in smaller, quieter accommodations than in a hotel. The bed and breakfast needs to have a crib for my younger child.

Why I am going: I am traveling in order to take a vacation with my family. Going to a city that has a theme park with rides for small children would be fun.

How I will get there: I would like to take the shortest trip possible, considering that I have two young children. A short flight or short bus trip would be okay.

Who I am: I just got married and want to take a vacation for my honeymoon. We got married at the last minute and don’t have a honeymoon planned, but we want to go somewhere to celebrate.

What I like to eat: My spouse and I are vegetarians. We would like to find restaurants that offer vegetarian meals as well as quality wine so we can celebrate getting married!

When I will travel: My spouse and I are ready to travel immediately; we decided to get married at the last minute and haven’t planned a honeymoon, but we want to go somewhere to celebrate.

Where I will stay: I would like to stay in a romantic setting, maybe in a bed and breakfast or theme hotel that caters to newlyweds.

Why I am going: I am celebrating getting married and want to go on a honeymoon with my spouse.

How I will get there: It would be romantic to take a train ride through the mountains to celebrate our wedding.

Who I am: I am a college freshman who wants to take a trip with four of my closest friends for spring break!

What I like to eat: I’m not picky about food, but I do need something affordable since I am a college student. Fast food or less expensive diners are fine.

When I will travel: I would like to travel during spring break, which is the last week of March.

Where I will stay: I would like to rent a vacation home big enough for five students…but it can’t be too expensive because we are on a tight budget.

Why I am going: I want to celebrate spring break with my four college friends!

How I will get there: I would like to rent a van large enough for five people. However, I am an 18-year-old college student and I don’t know if car rental agencies will rent to me. If not, we can take the bus.

Who I am: I am a 66-year-old who wants to travel with my spouse and small dog.

What I like to eat: My spouse and I eat all different types of food, but we would like to go to restaurants that offer menus and discounts for seniors.

When I will travel: My spouse and I are older and prefer traveling during the off-season when it’s not so busy.

Where I will stay: I have a AAA membership and prefer to stay at hotels that offer discounts for members and seniors. However, we do have a small dog, so the hotel has to allow dogs.

Why I am going: My spouse and I want to celebrate our 40th wedding anniversary.

How I will get there: Since we are older, my spouse and I prefer to avoid long bus or car rides. An airplane flight would be preferable.

Who I am: I am an architect who travels often to clients’ sites.

What I like to eat: I like to watch my weight since I spend most of my day working in an office. I prefer to eat at restaurants that offer healthy diet menus.

When I will travel: I have to meet a client this weekend to show him plans for his new house.

Where I will stay: I prefer to stay in hotels that cater to businesspeople. The hotel needs to have a kitchenette, wireless Internet, and a fitness room or a swimming pool. It should also have a shuttle service from the airport.

Why I am going: I am going for business reasons; I have to meet with a client.

How I will get there: I have a lot of frequent flyer miles from my business trips and prefer to use them to fly first class.

Who I am: I am an employee of the Get Fit! company, and I am attending a business convention with 29 other employees from my company.

What I like to eat: Because I work at a fitness company, I always try to eat healthy food. It’s the same for the rest of the employees at my company.

When I will travel: The fitness convention is the last weekend in May. All 30 employees from my company would like to arrive on Thursday so we have one day to ourselves before the convention.

Where I will stay: I need to book 30 rooms in a hotel that has a fitness center, a weight room, and a swimming pool.

Why I am going: I am going with my company, Get Fit!, for a fitness convention.

How I will get there: I would like to reserve a bus large enough to hold 30 people.

Teacher Resource 3.2 Answer Key: Who, What, When, Where, Why, How?

Use these answers to check that students formed the correct groups for the Who, What, When, Where, Why, How? activity. The goal is for students with Who cards to remain seated while students with corresponding What, When, Where, Why, and How cards find them. Students can share their strips with each other to determine whether they belong together.

Young Family Group  Who I am: I am married with two small children, ages 1 and 5 years, and my spouse and children are traveling with me.  What I like to eat: I would like my family to eat at healthy restaurants that offer children’s menus. It would also be nice to stay in a bed and breakfast that serves healthy meals in the morning.  When I will travel: It is important to travel when my 5-year-old child, who is in kindergarten, is out of school.  Where I will stay: I would like to stay in a bed and breakfast because my family would be more comfortable in smaller, quieter accommodations than in a hotel. The bed and breakfast needs to have a crib for my younger child.  Why I am going: I am traveling in order to take a vacation with my family. Going to a city that has a theme park with rides for small children would be fun.  How I will get there: I would like to take the shortest trip possible, considering that I have two young children. A short flight or short bus trip would be okay.

Honeymooning Couple Group  Who I am: I just got married and want to take a vacation for my honeymoon. We got married at the last minute and don’t have a honeymoon planned, but we want to go somewhere to celebrate.  What I like to eat: My spouse and I are vegetarians. We would like to find restaurants that offer vegetarian meals as well as quality wine so we can celebrate getting married!  When I will travel: My spouse and I are ready to travel immediately; we decided to get married at the last minute and haven’t planned a honeymoon, but we want to go somewhere to celebrate  Where I will stay: I would like to stay in a romantic setting, maybe in a bed and breakfast or theme hotel that caters to newlyweds.  Why I am going: I am celebrating getting married and want to go on a honeymoon with my spouse.  How I will get there: It would be romantic to take a train ride through the mountains to celebrate our wedding.

College Students Group  Who I am: I am a college freshman who wants to take a trip with four of my closest friends for spring break!  What I like to eat: I’m not picky about food, but I do need something affordable since I am a college student. Fast food or less expensive diners are fine.  When I will travel: I would like to travel during spring break, which is the last week of March.  Where I will stay: I would like to rent a vacation home big enough for five students…but it can’t be too expensive because we are on a tight budget.  Why I am going: I want to celebrate spring break with my four college friends!  How I will get there: I would like to rent a van large enough for five people. However, I am an 18-year-old college student and I don’t know if car rental agencies will rent to me. If not, we can take the bus.

Senior Couple Group  Who I am: I am a 66-year-old who wants to travel with my spouse and small dog.  What I like to eat: My spouse and I eat all different types of food, but we would like to go to restaurants that offer menus and discounts for seniors.  When I will travel: My spouse and I are older and prefer traveling during the off-season when it’s not so busy.  Where I will stay: I have a AAA membership and prefer to stay at hotels that offer discounts for members and seniors. However, we do have a small dog, so the hotel has to allow dogs.  Why I am going: My spouse and I want to celebrate our 40th wedding anniversary.  How I will get there: Since we are older, my spouse and I prefer to avoid long bus or car rides. An airplane flight would be preferable.

Businessperson Group  Who I am: I am an architect who travels often to my clients’ sites.  What I like to eat: I like to watch my weight since I spend most of my day working in an office. I prefer to eat at restaurants that offer healthy diet menus.  When I will travel: I have to meet a client this weekend to show him plans for his new house.  Where I will stay: I prefer to stay in hotels that cater to businesspeople. The hotel needs to have a kitchenette, wireless Internet, and a fitness room or a swimming pool. It should also have a shuttle service from the airport.  Why I am going: I am going for business reasons; I have to meet with a client.  How I will get there: I have a lot of frequent flyer miles from my business trips and prefer to use them to fly first class.

Business Convention Group  Who I am: I am an employee of the Get Fit! company, and I am attending a business convention with 29 other employees from my company.  What I like to eat: Because I work at a fitness company, I always try to eat healthy food. It’s the same for the rest of the employees at my company.  When I will travel: The fitness convention is the last weekend in May. All 30 employees from my company would like to arrive on Thursday so we have one day to ourselves before the convention.  Where I will stay: I need to book 30 rooms in a hotel that has a fitness center, a weight room, and a swimming pool. The hotel should be located near the convention center.  Why I am going: I am going with my company, Get Fit!, for a fitness convention.  How I will get there: I would like to reserve a bus large enough to hold 30 people.

Teacher Resource 3.3 Presentation 1 Notes: Theories of Consumer Motivation

Presentation notes

Today we are going to learn more about consumer motivation. The main topics we will cover are: • The importance of understanding consumer motivation • The difference between a consumer’s needs and wants • Maslow’s hierarchy of needs, Pearce’s leisure ladder, and Plog’s model of consumer motivation • How these models help the hospitality and tourism industry understand its customers

Presentation notes

Knowing why people choose particular places to go on vacation and what motivates them to go in the first place is extremely useful if you are trying to attract visitors and provide services for them. How a hotel or resort attracts business depends on its customers. For example, Sandals resorts focus their marketing to attract newlywed couples seeking privacy and romance. You often see advertisements that showcase the tranquil location and candlelit dinners. Another focus is to attract a family wanting a change of scenery and family-friendly entertainment. For example Beaches resorts advertise fun day-excursions and a children’s menu. Business travelers are often the focus of city center hotels that highlight their Wi-Fi, technology, and business center amenities when they advertise.

Presentation notes

Consumer motivation is what drives the hospitality and tourism industry to create specialized services and products. The more companies can meet the needs and wants of customers, the more likely they are to win their business. For example, Disney World has figured out what matters to families, one of their most important customers. Disney World offers vacation packages that include lodging, food, tickets, and other services for one price. This package caters to families who want a vacation that is convenient and (relatively) cost-effective. A hospitality and tourism company can get very specific about who it is targeting. In the case of Disney World, one corporation can provide services to three different types of consumers—all at the same price! 1. Young families would enjoy the Magic Kingdom with all the Disney characters. 2. A family with teens would enjoy the computer- generated activities and Epcot. 3. A retired couple would be well served playing golf and getting pampered at the spa.

Presentation notes

Researchers from a variety of professions have studied consumer motivation, including psychologists, sociologists, and marketing professionals. This research has led to theories about tourist motivation, which can be useful in pinpointing who is most likely to travel to certain locales and stay in particular lodgings.

Presentation notes

The three most widely used theories to explain consumer motivation were developed by Abraham Maslow, Philip Pearce, and Stanley Plog. Maslow (who died in 1970) was an American psychologist who studied and wrote about mental health and human potential. Pearce and Plog are both professors and researchers in travel and tourism. Their theories are used not only by the hospitality and tourism industry to analyze customers’ travel choices but also by scientists, businesses, and educators to explain how people behave in a variety of situations. These three theories focus on analyzing a customer’s needs and wants, which are at the heart of customer motivation. It is the consumer’s needs and wants that create motivation, which in turn leads them to make a choice. The more a business understands the specifics of a customer’s needs and wants, the more accurately it can predict the choices that the customer will make and plan accordingly.

Presentation notes

What are the differences between a consumer’s needs and wants? Needs are basic things that are essential for us to survive. They include food, water, sleep, shelter, and safety. Wants are not necessary for survival but add pleasure, comfort, fun, or interest to our lives. These could include riding in a hot air balloon, skiing, or staying at a luxury resort. For example, a woman is on a business trip. She has been traveling all day and she is hungry. She needs food. There are several restaurants at the airport, and all of them can meet her need. But the woman also has wants. Maybe she wants a healthy meal, or she wants tacos or Chinese food. For her to be satisfied, a restaurant must meet her needs and her wants. In the same way, a man staying at a hotel needs his room to be clean and safe to prevent sickness and protect his possessions. Beyond that, he may also want the room to have wireless access, good lighting, a nice view, and attractive furnishings.

Presentation notes

Abraham Maslow believed that people have different types of needs, ranging from basic to complex and abstract. Maslow’s hierarchy of needs is usually depicted as a pyramid with the following levels: • Physiological level: Need for food, water, sleep, and so forth • Safety level: Need for safety and physical security, in terms of self, family, home, and job • Social level: Need for love and belonging, in terms of family, intimacy, and friendship • Ego level: Need for esteem, self-respect, respect from others, and a sense of accomplishment • Self-Actualization level: Need to develop one’s morality, creativity, acceptance of self and others, and spirituality

Presentation notes

Our needs change depending on our age and circumstances. For example, a newborn baby is mostly concerned with such physiological needs as getting enough food and sleep, while a retired businessman might be more concerned with giving back to his community and helping others (self-actualization needs). Maslow also believed that people can satisfy needs at various levels simultaneously. For example, a doctor who earns a good salary satisfies physiological and safety needs by providing for her family while also fulfilling her ego needs by helping patients, earning the respect of colleagues, and feeling a sense of accomplishment. Travel can often be a way for people to satisfy their social, ego, and self-actualization needs. By staying at a luxury resort, a couple may fulfill their ego needs by feeling a sense of glamour and prestige, which in turn raises their self-esteem and self-confidence. By going on a trip to help an overseas orphanage, build houses for the homeless, or bring medical supplies to the sick, a college student might satisfy her self-actualization needs.

Presentation notes

Philip Pearce used Maslow’s hierarchy of needs to devise a theory about the motives that result from the combination of a person’s needs and wants. Pearce illustrated these motivations in a leisure ladder. In this ladder, motives at the bottom must be satisfied before motives at the top can be addressed. The leisure ladder can be ascended only one step at a time rather than simultaneously, as in Maslow’s pyramid. For instance, if the primary motive of a traveler is to bond with her husband on a weekend trip, she must first feel relaxed, safe, and mentally engaged in order to concentrate on their relationship. Pearce believed that people’s motives change as they become older and more experienced. Over time, they move up the ladder to reach the top steps. The traveler who wanted to ski down a treacherous mountain in her 20s was at the stimulation step of the ladder. However, in her 50s she may be at the fulfillment stage, when she experiences contentment strolling through the beautiful gardens of a resort or taking tai chi or meditation classes at a retreat. Think about where you wanted to go on vacation 5 years ago. Where would you want to go now? Where would your parents want to go? What has changed?

Presentation notes

Stanley Plog developed a theory of travelers’ personalities, which he believed guided their motivations. He created a continuum of personality types ranging from conservative to adventurous. At one end of the continuum are innovator tourists. They are curious, adventurous, and confident about trying new things. They like to go to new places, even to remote, less-traveled areas. They are spontaneous and enjoy physically active vacations. At the other end are traditionalist tourists. They seek out the familiar, avoid novelty and adventure, and like structure and routine. They prefer to speak their home language on their trips and eat familiar food. Traditionalists often prefer package tours and well-known tourist spots. Obviously, most people fall somewhere between these two extremes.

Presentation notes

A stereotype is an oversimplified idea about a person that is not accurate. It might be based on the person’s age, gender, ethnicity, or other information. You are probably most familiar with stereotypes about teenagers. If you dress like the guy in the top photo, what might people assume about you? The way people look doesn’t tell you what their wants or needs are. If you are a travel agent choosing a tour for a client, you would be unwise to base your suggestions on stereotypes. Instead, you would want to use your knowledge of consumer motivation to discover a specific traveler’s needs and wants. The models of Maslow, Pearce, and Plog help with understanding general trends and give travel professionals useful ways to think about why people travel. They provide a place to start—but they don’t replace learning about what works for the individual traveler.

Teacher Resource 3.4 Descriptions: Good Customer Service

Cut the following descriptions into strips and put them in a bowl or a container for students to draw from. Students will work in groups of four or five; each group will take one slip of paper. You may wish to make a copy of this list if you have a large class or if you prefer to have smaller groups in order to provide duplicates of each strip to put in the bowl.

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You are part of the management team at a fancy restaurant. You are conducting performance evaluations of your staff. If a staff member does a good job, he gets a raise. You notice one waiter who is doing a terrific job! He is one of the best waiters you’ve ever had at your restaurant. What is he doing that is so effective?

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You are the management team at a rental car agency that specializes in fast service for businesspeople. You are conducting performance evaluations of your staff. If a staff member does a good job, she gets a raise. You notice one of your desk clerks is doing a great job! She is one of the best clerks you’ve ever had at your agency. What is she doing that is so effective?

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You run a company that offers specialized tours of your local community. You are conducting performance evaluations of your staff. If a staff member does a good job, she gets a raise. You observe one of your guides who conducts tours for senior citizens. This person is doing an outstanding job! As you write your report, you must remember what this individual was doing that made such an impression on you. What is she doing that is so effective?

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You are part of the management team for an international airline. You are conducting performance evaluations of your staff. Raises are based on performance. You must record actions that you see that would justify a raise. On a flight from Los Angeles to Tokyo, you notice that one flight attendant is doing a terrific job! He is one of the best flight attendants you’ve ever seen! What is he doing that is so effective?

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You are part of the management team at a Major League Baseball stadium. You are conducting performance evaluations of your staff. Raises are based on performance. You must record actions that you see that would justify the raise. You observe a person selling concessions at a game, and she is doing a great job—possibly the best you’ve ever seen at this job. What is she doing that is so effective?

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You are part of the management team at a hotel that caters to families with small children. You are conducting performance evaluations of your staff and must justify the raises you will be giving by stating the behaviors you see that are proof of doing a good job. You are observing the front desk when you notice that one front desk person is doing an outstanding job! He is one of the best you’ve ever seen at this job. What is he doing that is so effective?

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You are part of the management team at an amusement park. You are conducting performance evaluations of your staff. If a staff member does a good job, she gets a raise. You are required to list those behaviors you see that show positive customer service. You are observing the park entrance when you notice that one person who sells tickets and handles admission to the park is doing a great job! What do you see that would justify this person’s raise?

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Teacher Resource 3.5 Presentation 2 Notes: Customer Service Responsibilities

Presentation notes

This presentation will explain: • Different types of customer service jobs • What responsibilities are involved in good customer service • How excellent customer service enhances a business • Common vocabulary used to discuss customer service

Presentation notes

Many people think of waitstaff at a restaurant when they hear the term customer service. It’s true that waitstaff are responsible for just about every aspect of the diners’ experience, from taking them to their table to bringing the bill at the end of the meal. It’s also true that bad customer service in a restaurant leads to bad tips, bad reviews, and the loss of customers, fast. But what is a customer, anyway? It’s someone who buys goods or services from a store or a business. A patient is a customer because he or she is paying for health care services. Architects’ customers are the clients they design buildings for. A florist is the flower grower’s customer, and people who buy flowers from the shop are the florist’s customers. In other words, most of us are customers as well as the providers of customer service in our work. And that means that no matter what your job, being good at customer service will be essential. If a surgeon is cold to his patients and yells at his nurses, word will get around and he’ll have a hard time attracting and keeping good help…which in turn will drive patients away. A florist who works hard to please his customers is going to do better than the florist down the street, who doesn’t smile or make eye contact as he hands over the roses. An architect who listens carefully to his client’s dreams and designs a house that makes those dreams a reality is providing superb customer service.

Presentation notes

This woman’s job title may be a customer service representative. Or she may work for a sales agency, reservations agency, or as part of a technical or product- support team. Part of her job probably includes troubleshooting, or problem solving. Employees who provide customer service must think on their feet; they must be ready to find solutions to their customers’ complaints without losing their composure. This means practicing proactive listening, or listening attentively and following up with questions that help the service provider understand the situation and show the customers they care. It is often harder to deal with customers over the phone or the Internet because employees can’t use body language, like a smile or a nod. What they say can be misinterpreted. However, most customers respond well to employees who are attentive, courteous, and respectful. Customer service representatives are an important part of businesses. They make sure customers are satisfied with their purchases and that they feel good about doing business with the company again. Many businesses ask customers to complete a short survey after their phone call or email correspondence in order to gain feedback about their experience.

Presentation notes

Front desk agents in hotels greet guests, check their reservations, give the guests their keys, and give guests basic information, like what floor the gym or restaurant is on. They help people check out and settle their bills, solve problems, and try to anticipate the needs of each guest who comes to the front desk. In addition to these duties, a concierge knows the city he or she works in very well and helps hotel guests purchase tickets to concerts and shows, makes restaurant reservations, and provides directions to local attractions like museums and parks. One of the most important responsibilities of front desk or bell staff is greeting guests every time they enter the lobby. As they greet customers, employees should be attentive, courteous, and friendly. These are called soft skills and they are extremely important in all customer service jobs. When customers leave, they are often asked to fill out a feedback card about their experience at the hotel. One of the main questions has to do with how the guest was treated by every member of the team, from the first person he or she encountered to the cleaning staff seen in the hallway. Everyone in a customer service-focused role needs to be willing to assist a guest in every way; this is truly good customer service.

Presentation notes

Travel agents plan trips, make reservations, arrange for transportation, and suggest fun things to do while traveling. In the past, travel agents met with customers in person; now it is more likely to be a phone conversation or in an online interaction. They practice proactive listening, which means that they ask a lot of clarifying questions to make sure they completely understand their customers’ needs. For example, they might summarize what the customer has asked for by asking, “You want to reserve a room for two people. Would you prefer one or two beds?” If travel agents provide good customer service and create enjoyable experiences, customers will return again and again. Return customers, often called repeat customers, are the sign of a successful business. Many hotels and restaurants offer these customers loyalty and reward programs. Satisfied customers usually tell their friends about the great service they received, which results in more business for agents. This is called word- of-mouth advertising and is one of the best ways to build successful businesses.

Presentation notes

Flight attendants greet customers, help them find their seats and store their luggage, serve food and beverages, and ensure the passengers’ comfort. They also provide information about connecting flights and other airport details. They must communicate effectively and courteously with passengers, even if passengers are rude or impatient. One of a flight attendant’s most important customer service duties is to ensure passenger safety, in part by knowing how to execute emergency procedures. Flight attendants also answer questions, take care of security responsibilities, and help passengers enter and exit the plane. Pilots’ responsibilities differ because they have less direct contact with passengers. Pilots are responsible for providing passengers with flight details such as how long the trip will take, if the plane will encounter turbulence, and how fast or how high the plane is traveling. These details, announced over the intercom, are useful and interesting to passengers. Pilots sometimes greet passengers when they are entering the plane, and they almost always say goodbye and thank you as the passengers exit. If pilots and flight attendants provide quality customer service, passengers are more likely to choose that airline for their next trip as well. Many airlines also offer their frequent fliers loyalty or reward programs.

Presentation notes

On a cruise, customers receive many of the same services they receive at hotels and restaurants: they eat, sleep, and are entertained on the ships. Typical customer service jobs on a cruise ship include waitstaff, receptionists, hosts, tour directors, massage therapists, fitness directors, and counselors in the kids’club. Before the cruise, customers also interact with travel agents, ticketing agents, and even reservation agents who work for the cruise line. Employees on a cruise work as a team to make sure customers are satisfied with their experience. They live and travel with customers during the entire cruise, which can last anywhere from a few days to a few months. That means the staff on a cruise ship must be on their best behavior at all times, day and night, and maintain a professional and courteous demeanor throughout the cruise. They often get a week or two of vacation time between cruises to rest, relax, and prepare to take care of customers during the next trip.

Presentation notes

Tour guides must provide excellent customer service. They lead the trip, which includes informing customers about sights, providing them with historical information, answering customer questions, and resolving any problems that come up. Tour guides are often solely responsible for a group of customers for an extended period of time. That means that they lead the tour, which can last hours, by themselves. Because of this, tour guides must be confident, friendly, and attentive to the needs of all of their customers. If you took a tour and the guide didn’t know anything about the place you visited, ignored you when you asked a question, and didn’t care if the bus was uncomfortable or your wallet got stolen, would you take that tour again? Of course not! Aside from providing interesting information, tour guides are responsible for their customers’safety and satisfaction. This includes making sure everyone stays together, remains seated (or follows other safety rules), and experiences the tour in comfort. Customers who are unhappy report directly to the guide, letting him know about their displeasure. The guide then has to troubleshoot on the spot and offer solutions to resolve the issues. For the most part, a good tour guide has many satisfied customers who express their gratitude by tipping the guide and by thanking him for the tour.

Presentation notes

There are very few jobs that don’t have a customer service component to them. Customer service means taking care of and meeting the needs of a customer. Almost every type of business in the world deals with customers on some level—and is expected to meet their needs in order to turn them into repeat customers. Repeat customers mean more business and possibly more word-of-mouth advertising. A major reason customers come back is that they receive quality customer service from employees who are attentive, courteous, and have friendly, positive attitudes.

Teacher Resource 3.6 Assessment Criteria: My Own Weekend Getaway

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Partially Didn’t Met Met Meet

The assignment shows evidence of fully understanding the consumer models from Maslow, Pearce, and Plog. □ □ □

The answers effectively apply knowledge of the three models to personal needs and wants in a specific □ □ □ situation.

The assignment shows evidence of understanding key terms in customer service. □ □ □ The completed assignment is neat and legible. □ □ □

Additional Comments:

______

Teacher Resource 3.8 Guide: Teaching Reflection

This guide provides ideas for improving students’ ability to reflect on their learning. It includes specific suggestions for helping students reflect on meeting the learning objectives of a lesson. Students participating in NAFTrack Certification will benefit from practicing reflective writing, since they will respond to reflection prompts as part of the NAFTrack Certification process. All thinking requires some type of reflection in order for learning to take place. Reflection is a cluster of skills that involves observing, questioning, and putting ideas and experiences together to give a fresh meaning to them all. The reflection activities throughout this course bring students a sense of ownership of what they have learned and a better understanding of themselves and their abilities. Build your students’ reflection skills by starting with easier reflection questions that lead to more complex ones. The list below, based on Bloom’s Taxonomy, helps students break down what they need to think about so that they gain confidence and strengthen their metacognition. Because each question takes the previous answer a step further, students can come up with answers to each question and eventually wind up with everything they need to work with to craft an answer for the highest-level reflection questions.

Learning Levels (From Lower to Higher Order) Examples of Reflection Questions

Remembering (retrieving, recognizing, recalling) What can I remember? What did I do?

Understanding (constructing meaning) What do I think it means? What conclusions did I come to? What are my takeaways? What did I get out of it?

Applying (extending learning to a new setting) How could I use this [knowledge, experience] again? In what new way could this be valuable?

Analyzing (breaking material apart, seeing how the What are the different parts of this [experiment, parts fit together and what the overall purpose is) assignment, project, experience]? As a whole, what is the purpose/main idea?

Evaluating What has this [project, assignment, experience, experiment] taught me about myself—my strengths, my challenges? What am I proud of? What could I do better next time? What are my contributions? I used to think…but now I think….

Creating Is there another, better way to put the pieces of this [project, assignment, experience, experiment] together? What could I [create, write, plan] next?

Another source of ideas for teaching reflection: http://www.visiblethinkingpz.org/

Follow these tips to guide students in responding to reflection questions on learning objectives:

 Read the reflection question aloud to the class and have students rephrase the question using their own words.  Explain that they should use the reflection question to describe what they have learned during the lesson as it relates to the learning objective.  Review the meaning of the learning objective before students get started on their reflections.  Refer to the examples below, which represent good responses to these types of reflection questions.

Example Below is an example learning objective with example student reflection prompts and responses. Although students only encounter the actual NAFTrack Certification prompts once they are on the NAFTrack Certification assessment platform, examples like these give students a sense of the type of reflection they will be asked to engage in. You can copy and paste these examples into a Word document for students to review and discuss as a class. You can add more prompts for students to answer, or customize this content to best suit your students and your goals for them. Learning objective  Evaluate how travel and tourism has changed in the last 100 years Prompts and responses Think of the assignments that you completed during this lesson. Choose one to use as your work sample as you answer the questions below.  Explain how completing this work sample helped you to meet this learning objective. Describe the ideas and skills that you used. For my Then and Now assignment, I compared lodging from a century ago to lodging today. It helped me to meet this learning objective because I evaluated change over time in this sector of hospitality and tourism. This assignment involved thinking about many ideas that show how change has occurred. The idea of comfort, for example: lodging today is much more comfortable than it used to be. Other ideas are convenience and privacy. Today hotel rooms have their own bathrooms. But in 1914 there might be only one bathroom for 15 hotel bedrooms. Or, there might just be an outhouse and no indoor bathroom at all. Skills I used to complete this assignment include researching and analyzing. I used these skills in order to learn about changes and evaluate them.  Describe what you could improve about your work sample. My hotel room pictures for today weren’t always a good match for the pictures from a century ago. It would have been easier to see how much change has happened if the matches were better. I also think my summary was more like a description with lots of details than a summary. It was hard to stick to the main points.

Promoting Reflection in the Classroom You can also use the following sample questions to promote a culture of reflection in your classroom— during class and small-group oral reflections, during PowerPoint presentations, and when students are having a discussion and you want to draw them out more.  Can you discuss that more?  Why do you think that happens?  What evidence do you have to support that?  Do you see a connection between this and ______?

 Does this remind you of anything else?  How else could you approach that?  How could you do that?

Teacher Resource 3.9 Key Vocabulary: The Psychology of the Traveler and Customer Service

Term Definition

AAA (American Automobile An organization that provides a variety of travel resources for members, Association) including flight, dining, and hotel discounts; booking assistance; traveler’s insurance; maps; and vacation suggestions. attentiveness Being alert and caring about customers and their needs. attitude The way you present yourself; your state of mind. bed and breakfast A lodging option in which guests stay in private homes converted to host overnight travelers. Breakfast is included as part of the lodging package. business convention A gathering of businesspeople who come together to share products, services, ideas, and information with each other and with consumers. complaint An expression of dissatisfaction or unhappiness. composure Maintaining a calm, professional attitude. consumer A person who purchases products and services. consumer choice The decision to spend money at a specific business based upon the quality and/or convenience of its products and services. consumer motivation The reason for action, based on the person’s needs and desires. consumer needs Items or conditions necessary for survival, including food, water, shelter, and safety. consumer wants Items or conditions desired but not necessary for survival; often the driving force behind travel decisions. courteous Being respectful and considerate of others. customer service The assistance provided to customers by employees. destination The geographical location that serves as the endpoint or point of interest in a trip; can be a public site or a private business (such as Disneyland). feedback The response customers provide after receiving service.

Term Definition frequent flyer miles Points awarded by airlines to passengers, usually based on how many miles the passenger has flown or earned through credit card spending. Designed to promote customer loyalty, frequent flyer miles can be redeemed for rewards such as free airplane tickets, hotel rooms, and other products and services. greeting Welcoming customers and demonstrating your readiness to assist them.

Maslow’s hierarchy of A theory of consumer motivation developed by Abraham Maslow that places needs human needs in five levels, from most basic to most complex. The basic needs form the base of a pyramid and the most complex are the apex of the pyramid.

Pearce’s leisure ladder A theory of consumer motivation developed by Philip Pearce that categorizes levels of motivation as steps in a ladder; the most pressing motives, at the bottom of the ladder, must be met before the next level of motives can be addressed.

Plog’s model A theory of traveler personality developed by Stanley Plog that categorizes different kinds of travelers along a continuum. The most traditional type is at one end and the most adventurous is at the other. Most people fall somewhere in the middle. proactive listening Listening carefully and responding with clarifying questions.

Customers who return to the business again and again; often a sign of a repeat customers successful business. travel agent A person trained to advise and assist travelers in making travel arrangements. A travel agent may help the traveler choose destinations; make flight, hotel, dining, and entertainment reservations; and coordinate appropriate passenger documentation (passports, immunizations, currency exchanges). troubleshooting Thinking of solutions; problem solving. turbulence Pockets of air that cause a plane to bounce and sway.

The advertising generated by customers sharing their experiences— word of mouth whether good or bad—with others. A very powerful way to attract—or chase away—new customers.

Teacher Resource 3.10 Bibliography: The Psychology of the Traveler and Customer Service

Print Talley, Mary, and Joan Axelroth. “Talking About Customer Service.” Information Outlook, 5, no. 12, December 2001, Special Libraries Association (SLA).

Online “About AAA.” American Automobile Association, http://autoclubsouth.aaa.com/About/AboutAAA.aspx (accessed February 5, 2016). Beare, Kenneth. “Customer Service—Dealing with Complaints.” About.com: English as 2nd Language, http://esl.about.com/od/businessspeakingskills/a/customer_ser.htm (accessed February 5, 2016). “Customer Service Excellence.” ProEdge Skills Inc., http://www.proedgeskills.com/Customer_Service_Training/excellence.htm (accessed February 5, 2016). “Developing Proactive Listening Skills.” Kela Associates, http://www.kelaassociates.com/listening.html (accessed February 5, 2016). Tahir, Liz. “10 Customer Service Tips.” About.com: Small Business: Canada, http://sbinfocanada.about.com/od/customerservice/a/custservtipslt.htm (accessed February 5, 2016). “Travel Agents.” US Department of Labor: Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/ooh/sales/travel-agents.htm (accessed February 5, 2016).

Student Resources

Resource Description

Student Resource 3.1 Notes: Theories of Consumer Motivation

Student Resource 3.2 Reading: Theories of Consumer Motivation

Student Resource 3.3 Defining Format: Customer Service Terms

Student Resource 3.4 Reading: Customer Service Responsibilities

Student Resource 3.5 Assignment: My Own Weekend Getaway

Student Resource 3.1 Notes: Theories of Consumer Motivation

Student Name: Date:

Directions: Use the graphic organizer below to help you compare the three different theories in the presentation Theories of Consumer Motivation. Draw the graphic symbol for each theory.

Maslow’s Hierarchy of Needs Pearce’s Leisure Ladder Plog’s Model

Student Resource 3.2 Reading: Theories of Consumer Motivation

Knowing why people choose particular places to go on vacation and what motivates them to go in the first place is extremely useful if you are trying to attract visitors and provide services for them. How a hotel or resort attracts business depends on its customers. For example, Sandals resorts focus their marketing to attract newlywed couples seeking privacy and romance. You often see advertisements that showcase the tranquil location and candlelit dinners. Another focus is to attract a family wanting a change of scenery and family-friendly entertainment. For example Beaches resorts advertise fun day- excursions and a children’s menu. Business travelers are often the focus of city center hotels that highlight their Wi-Fi, technology, and business center amenities when they advertise.

Consumer motivation is what drives the hospitality and tourism industry to create specialized services and products. The more companies can meet the needs and wants of customers, the more likely they are to win their business. For example, Disney World has figured out what matters to families, one of their most important customers. Disney World offers vacation packages that include lodging, food, tickets, and other services for one price. This package caters to families who want a vacation that is convenient and (relatively) cost-effective. A hospitality and tourism company can get very specific about who it is targeting. In the case of Disney World, one corporation can provide services to three different types of consumers—all at the same price! 1. Young families would enjoy the Magic Kingdom with all the Disney characters. 2. A family with teens would enjoy the computer-generated activities and Epcot. 3. A retired couple would be well served playing golf and getting pampered at the spa.

Student Resource 3.3 Defining Format: Customer Service Terms

Student Name: Date:

A Defining Format exercise can help you organize your thoughts about a particular topic’s characteristics. An example is provided below.

Term Category Characteristics

Attentiveness is a way of acting that 1. shows customers you are listening and being empathetic. 2. is polite. 3. enhances a customer’s experience.

Now that you see how it works, use the information from the presentation Customer Service Responsibilities to complete the table. List between two and five characteristics in the space provided.

Term Category Characteristics

Composure is a way of acting that

Proactive listening way of paying attention is a that

Term Category Characteristics

Feedback is a kind of response that

Customer service is something provided by employees that

Troubleshooting is strategy that a

Student Resource 3.4 Reading: Customer Service Responsibilities

This woman’s job title may be a customer service representative. Or she may work for a sales agency, reservations agency, or as part of a technical or product-support team. Part of her job probably includes troubleshooting, or problem solving. Employees who provide customer service must think on their feet; they must be ready to find solutions to their customers’ complaints without losing their composure. This means practicing proactive listening, or listening attentively and following up with questions that help the service provider understand the situation and show the customers they care. It is often harder to deal with customers over the phone or the Internet because employees can’t use body language, like a smile or a nod. What they say can be misinterpreted. However, most customers respond well to employees who are attentive, courteous, and respectful. Customer service representatives are an important part of businesses. They make sure customers are satisfied with their purchases and that they feel good about doing business with the company again. Many businesses ask customers to complete a short survey after their phone call or email correspondence in order to gain feedback about their experience.

Travel agents plan trips, make reservations, arrange for transportation, and suggest fun things to do while traveling. In the past, travel agents met with customers in person; now it is more likely to be a phone conversation or in an online interaction. They practice proactive listening, which means that they ask a lot of clarifying questions to make sure they completely understand their customers’ needs. For example, they might summarize what the customer has asked for by asking, “You want to reserve a room for two people. Would you prefer one or two beds?” If travel agents provide good customer service and create enjoyable experiences, customers will return again and again. Return customers, often called repeat customers, are the sign of a successful business. Many hotels and restaurants offer these customers loyalty and reward programs. Satisfied customers usually tell their friends about the great service they received, which results in more business for agents. This is called word-of-mouth advertising and is one of the best ways to build successful businesses.

Student Resource 3.5 Assignment: My Own Weekend Getaway

Student Name: Date:

Directions: Imagine that you can go away for the weekend to one of the places described below. After you choose one getaway place, answer the questions. They will help you think about where you fit on Maslow’s hierarchy of needs, Pearce’s leisure ladder, and Plog’s model. You will also reflect on customer service characteristics. Before you begin, read through all of the instructions on this sheet and read the assessment criteria at the end of the sheet to make sure you understand how your work will be assessed.

Step One: Choose a Weekend Getaway  Two days at Universal Studios in Hollywood, California. Go on movie-themed wild rides, like Jurassic Park and Shrek 4-D. Take tours of movie sets and learn about special effects. Go indoor skydiving and enjoy live entertainment on the City Walk every night.  A weekend mountain climbing in the Wasatch Mountains of Utah. Learn how to climb a 65-degree, 1,800-foot rock face with a guide who will teach you how to use ropes and picks to reach the top. Stay at the Gold Miner Daughter’s Lodge, where you can have all your meals on site and rest up for the climb.  A weekend at Niagara Falls, on the border between the United States and Canada. See the falls from above and get really close from below with a boat ride on the Maid of the Mist. Hike along the trails of the Niagara Gorge Rim and visit the Haunted House of Wax. Stay in a four-star hotel, eat at the Hard Rock Café, and do some shopping on both sides of the border.  A weekend retreat on a ranch in Wyoming. Take yoga, art, and organic cooking classes. Relax in a sauna, and walk or ride horseback on the miles of beautiful trails. Reflect, meditate, and enjoy music around the campfire at night under a starry sky.

The weekend getaway I choose is:

Step Two: Consider Your Needs Now that you’ve chosen a weekend away, think about how it fulfills your needs.

1. On Maslow’s hierarchy of needs, what level of need does this weekend away fulfill for you? Explain your reasoning.

2. On Pearce’s leisure ladder, which motivations apply for you with this getaway? Explain your answer.

3. On Plog’s model, where do you think you fall? Why?

4. Think about the list of great characteristics of customer service that you developed in class and the terms you learned. If you were actually on your weekend getaway, which characteristics of great customer service would matter the most to you? To answer this question, think about what the people in charge of customer service could do to make sure that you had a really great time and that you would consider coming back.

Make sure your assignment meets or exceeds the following assessment criteria:  The assignment shows evidence of fully understanding the consumer models from Maslow, Pearce, and Plog.  The answers effectively apply knowledge of the three models to personal needs and wants in a specific situation.  The assignment shows evidence of understanding key terms in customer service.  The completed assignment is neat and legible.

This lesson introduces students to the environmental impact of travel and tourism, which is becoming increasingly important to modern hospitality and tourism businesses. Students learn about ecotourism and the Tourism Area Life Cycle, which provides the conceptual foundation for studying the environmental impact of travel and tourism. Students learn about possible solutions to environmental damage caused by travel and tourism and about the role of environmental consultants. Students synthesize their learning by writing an environmental evaluation of a tourist destination. Advance Preparation  Enlarge Teacher Resource 4.2, Chart: Tourism Area Life Cycle (separate JPEG file), into a small poster so that the whole class can see it. Alternatively, be prepared to project it for an activity in Class Period 1.  Determine if there are any local endangered sites that would be appropriate for inclusion in the environmental impact assessment activity and collect the appropriate information. Also collect books, newspaper articles, and so on that provide information on the locations listed on Student Resource 4.4, Assignment: Environmental Impact Assessment.  In Class Periods 3, 4, and 6, students will need computers with word processing software (one student per computer). Students will need Internet access in Class Periods 3 and 4. This lesson is expected to take 6 class periods.

Lesson Framework Learning Objectives Each student will:  Explain the environmental effects of tourism*  Summarize the Tourism Area Life Cycle*  Define sustainability  Identify ways in which tourist destinations can be environmentally sustainable  Describe ecotourism  Evaluate the environmental impact of tourism on a specific destination

*This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Understand how human actions modify the physical environment (National Geography Standards, 2nd ed. 2012, Standard 14)  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Identify the community elements necessary to maintain cooperative tourism development efforts (Common Career Technical Core 2012, HT-TT 9) Assessment

Assessment Product Means of Assessment

Written assessment of environmental impact of Rubric: Environmental Impact Assessment tourism on a specific destination (Student (Teacher Resource 4.5) Resource 4.4)

Prerequisites  Familiarity with the four major sectors of hospitality and tourism  Understanding of what motivates people to travel

Instructional Materials Teacher Resources  Teacher Resource 4.1, Photos: Three Environmental Impacts  Teacher Resource 4.2, Chart: Tourism Area Life Cycle (separate JPEG file)  Teacher Resource 4.3, Illustrations: Life Cycle Stages  Teacher Resource 4.4, Interactive Lecture: Tourism Area Life Cycle  Teacher Resource 4.5, Rubric: Environmental Impact Assessment  Teacher Resource 4.6, Key Vocabulary: Environmental Impact  Teacher Resource 4.7, Bibliography: Environmental Impact Student Resources  Student Resource 4.1, Notes: Tourism Area Life Cycle

 Student Resource 4.2, Illustration: Decline or Rejuvenation?  Student Resource 4.3, Reading: Environmental Consulting  Student Resource 4.4, Assignment: Environmental Impact Assessment Equipment and Supplies  Whiteboard, blackboard, or flip chart  Computers with Internet access and word processing software (one for each student)  LCD projector  Three, six, or nine sheets of chart paper (depending on class size)  Markers

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Gallery Walk: Human Impact on the Environment This springboard activity provides a visually compelling introduction to the environmental effects of typical tourism practices. It also prompts students to consider how hospitality and tourism businesses can help prevent further damage to the environment through responsible business decision making. Before class, print out the photos from Teacher Resource 4.1, Photos: Three Environmental Impacts, and display them around the room. Alternatively, display them one at a time using an LCD projector. Give students time to view each photo. Ask them to speculate on two prompts in their notebook:  Describe what you see in this picture.  Explain how tourists contribute to the problem you see in the picture. When students have considered and commented on the photos, ask them to discuss what they wrote for each picture with a partner and then prepare to report out in a class discussion. Use the descriptions from Teacher Resource 4.1 to guide the discussion. Inform students that the next activity will introduce them to a theory that helps explain the environmental effects they saw in the photos.

Step Min. Activity

2 30 Interactive Lecture: Tourism Area Life Cycle

Having witnessed examples of environmental degradation caused by tourism, students learn the most widely known theory about why this occurs. Display an enlarged copy of Teacher Resource 4.2, Chart: Tourism Area Life Cycle (separate JPEG file), or project this resource for the class to see. Also separate the illustrations in Teacher Resource 4.3, Illustrations: Life Cycle Stages, and place them in random order where students can see them. Review Student Resource 4.1, Notes: Tourism Area Life Cycle, with the class. Explain that in addition to learning about this theory, they will also see how it connects to Plog’s model, which they have already learned about, and to the stages of environmental degradation that so many tourist destinations have caused. Use the information in Teacher Resource 4.4, Interactive Lecture: Tourism Area Life Cycle, to summarize the main points about this theory as students participate. As you discuss each stage:  Point to it on the chart.  Choose a student volunteer to select the illustration representing that stage and explain his or her reasoning.  Choose another volunteer to make an educated guess as to the type of traveler from Plog’s model who would be most attracted to that stage.  Finally, have other student volunteers explain what they wrote in their chart and use that time to ensure classwide understanding. Stop the lecture after you’ve discussed the Stagnation Stage. Tell students that you will continue with the other stages in the next class period, so they will need to keep their chart on hand in order to complete it. If any time remains, tell students to work in pairs and make sure that their notes are complete thus far.

CLASS PERIOD 2

3 20 Interactive Lecture: Tourism Area Life Cycle (Continued)

Students review the concepts they learned in the lecture thus far and then learn about the final two stages. Make sure that Teacher Resource 4.2, Chart: Tourism Area Life Cycle, and Teacher Resource 4.3, Illustrations: Life Cycle Stages, are displayed for students to see. Refresh students’ memories of the characteristics of each stage of the Tourism Area Life Cycle that they have learned about thus far by calling on students to describe elements of each as you point to them on the chart. Advise students to refer to their own notes as necessary. When you reach the top right end of the chart, where the arrows point to Decline, Rejuvenation, and directions in between, ask:  What do you think the characteristics of the Decline Stage might be? Explain.  What do you think the characteristics of the Rejuvenation Stage might be? Explain.

Step Min. Activity

 Why do you think there are arrows pointing to directions between these two stages? Give students a few moments to consider before calling on volunteers to share their ideas. Next, tell students to finish filling in their chart as you resume the lecture. As in the previous class period, paraphrase the final stages of the Tourism Area Life Cycle using Teacher Resource 4.4, Interactive Lecture: Tourism Area Life Cycle. Continue to ask students questions and invite discussion. Ask students to look at Student Resource 4.2, Illustration: Decline or Rejuvenation? They should instantly recognize that it is a copy of the Exploration Stage. Divide students in half. Assign one half to the Decline Stage and one half to the Rejuvenation Stage. Tell students to change the illustration to reflect the stage that they have been assigned. Assure them that this exercise has nothing to do with being a good artist but rather with being able to show what characteristics they think that stage would have, by using the same symbols as in the illustrations for the other stages of the cycle. Once students have completed their illustration, tell them to find a student who illustrated the other stage to pair up with. Ask them to compare their work. Ask a couple of student pair volunteers to display their illustrations and explain what characteristics they think Decline or Rejuvenation would exhibit. Use this time to clear up any misunderstandings about these final stages. You may want to gauge student understanding by assessing Student Resource 4.1, Notes: Tourism Area Life Cycle, and Student Resource 4.2, Illustration: Decline or Rejuvenation?, on a credit/no-credit basis. Inform students that they will learn about solutions to environmental damage from tourism in the next activity and that they will learn more about the role the Tourism Area Life Cycle plays in determining what action to take.

4 30 Reading and Composing with Key Words: Environmental Consulting With a new understanding of how tourist destinations affect the environment, students read about the role of environmental consultants in mitigating or repairing damage caused by tourism. Tell students that over the past couple of decades, as the damage caused by tourism has become more and more obvious, whole new professions have come into being in order to reverse this pattern. Environmental consultants are people who advise tourism businesses on how to use sustainable practices to keep their businesses profitable in an environmentally responsible way. Review Student Resource 4.3, Reading: Environmental Consulting. Explain that this reading will connect the information they just learned about tourism life cycles with changing the way tourism operates. It will also help them to see how a consultant can play an important role during any stage of a destination’s life cycle. Ask students to form pairs and read Student Resource 4.3. Tell them to circle words as they read that they think are important to remember or that they don’t understand. Once students have finished reading, answer any questions regarding terminology. Then tell students to pick three of the words that they circled and to open to a blank

Step Min. Activity

page in their notebook. Challenge students to write a sentence using all three of the words in a way that makes sense and uses the words appropriately. Students should each write their own sentence. After a few minutes, have students swap sentences with a neighbor. Each pair should answer this prompt:  Does this sentence use the three words from the text in a way that is meaningful and appropriate? Explain your reasoning. As time allows, call on volunteers to share their own sentence with the class. Tell students that they will continue to use this new terminology in the upcoming activity. You may want to gauge student understanding by assessing the sentences on a credit/no-credit basis.

CLASS PERIOD 3

5 50 Group Work: Environmental Impact Assessment

Students conduct research on an endangered destination around the world, evaluating how that site has been damaged by tourism and what can be done to address the problem.

This activity focuses on the following college and career skills:  Utilizing time efficiently when managing complex tasks  Demonstrating teamwork and collaboration  Locating, evaluating, and applying information Before class begins, consider whether there are any local endangered locations you wish to add to this assignment. If so, you will need to make sure sufficient research materials are available for those sites. You will also need to arrange for research materials and Internet access for this assignment (see Advance Preparation). Also, before class make a copy for each student of Teacher Resource 4.5, Rubric: Environmental Impact Assessment. If your students have access to the technology to use apps in your classroom, instruct students to research, take notes, and collect photo media using Pinterest or the Pinterest app. Divide the class into groups of three students. Explain that they are going to work together to create a detailed environmental impact assessment for a given endangered location somewhere in the world. Review Student Resource 4.4, Assignment: Environmental Impact Assessment. Walk students through the first two steps (selecting a destination and dividing up the work). Then ask students to review Teacher Resource 4.5, Rubric: Environmental Impact Assessment. Give students a few minutes to read through it, and then ask each group to pick a criterion that they would like clarified. Answer all questions. Identify the computers or research materials available to the students. Let them know

Step Min. Activity

they have this class period and the next one to do research on their section of the report and write their rough draft.

CLASS PERIOD 4

6 50 Group Work: Environmental Impact Assessment (Continued)

Students conduct further research and use it to make recommendations about how to improve the situation at their endangered site. Students work together to complete their environmental impact assessment.

Begin class by having students compare their notes, research, and images they found in their groups. Next, have students conduct any further research required and then write their section of the report. Have students compose the writing assignment in Microsoft Word, using Track Changes for revisions and comments in the writing process. Tell students that they will be receiving feedback in the next class period, so, if their draft is not complete, they should finish it for homework.

CLASS PERIOD 5

7 20 Peer Feedback: Environmental Impact Assessment Students benefit from receiving constructive peer feedback on their in-progress reports. Convene students in their project groups. Pair each group with another to offer feedback on their progress thus far. Tell students to look at each other’s work and provide constructive criticism by answering these prompts:  These parts of your plan are clear and easy to understand….  These parts of your plan are confusing….  We’d like to see more of ______in your plan. As appropriate, give students examples of how to complete these prompts. Tell students that they will now have a chance to improve their work based on this feedback.

8 30 Group Work: Response to Peer Feedback Once students have given each other feedback, tell groups to reconvene and decide what they need to do to respond to the feedback. You may need to model what this means as well. Instruct students to divide up the remaining work. Whatever they can’t complete in class, they will need to finish for homework. In the next class period, they need to put the pieces together, write the conclusion, and compile the bibliography.

CLASS PERIOD 6

Step Min. Activity

9 20 Group Work: Environmental Impact Assessment (Continued)

Students compile the final draft of their environmental impact report. Allow students approximately 20 minutes to put their assignment together. Students may email the files to each other or use a portable hard drive or other method to transfer the files onto one computer so they can be combined. Images can be printed out and added to the end of the report.

10 20 Presentation: Environmental Impact Assessment Students share the results of their research with their classmates. This activity focuses on the following college and career skills:  Demonstrating the ability to speak effectively  Demonstrating the ability to listen effectively Once all reports are put together, tell students that they will be sharing their report with other groups. Assign each group to another group (preferably one that worked on a different location and did not provide feedback in the previous class period). Each group should share the highlights of its report with the other group, including showing and explaining any pictures or images. Tell the group that is listening to the presentation to think about the following prompts:  The most interesting new fact I learned about this location is….  What I liked best about this presentation is…. Once the first group has presented and heard the responses to these prompts, tell the groups to switch roles. When all the groups have shared, collect the reports and assess them using Teacher Resource 4.5, Rubric: Environmental Impact Assessment.

11 10 Reflection: Tourism and the Environment Tell students that this lesson gave them an overview of an aspect of hospitality and tourism that is very exciting because it is changing the entire industry and has the capacity to affect the planet in a positive way. Ask them to think about the following prompt:  In what ways has this lesson changed my perspective on tourism’s environmental impact? If it hasn’t changed, why not? After a minute, ask students to share their thoughts with a neighbor. Ask for student volunteers to share their responses with the class. Note that tourism’s environmental impact is linked in many ways to its economic impact. In the next lesson, students will learn why.

Extensions Content Enrichment  Have students research and report on how travelers affect local tourist attractions in the students’ city.  Divide the class into groups and assign each group a large hotel or resort in your local area. Also consider including other large hospitality operations such as chain restaurants and country clubs. Have students contact their target business and ask about their environmental practices. If it is part of a chain, students should ask what the company guidelines and standards are for all their hotels. Have students report back to the class on what they learned and use a Venn diagram or other compare/contrast tool to help them evaluate which business has the strongest guidelines and environmental practices.  Guide students to create questions and interview an environmental consultant on his or her responsibilities and job requirements. Invite students to present their findings to the class.  Take students on a field trip to a local tourist attraction so they can witness environmental effects firsthand. Ask students to write a report about what they experienced. STEM Integration  Engineering: Beaches are major tourism resources and are vital to the tourist economy around the world. Yet many of the world’s great beaches are experiencing dangerous levels of erosion because of increasing use and climate change. Damage to these beaches could devastate a region’s tourism economy. Solutions to save a beach usually include a combination of policy and engineering. To help students understand the process of beach erosion, put them in groups of 2-3 and guide them through this activity, engineering solutions to simulated erosion: http://beam.ucla.edu/sites/default/files/docs/Erosion-Challenge.pdf.

After the activity, have a class discussion on the pros and cons of each method, including the impacts on aesthetics that might affect the beach’s appeal as a tourist destination. How would students weigh the advantages and disadvantages? What policies might they encourage so that the beach can remain both healthy and attractive?

For background on a variety of engineering solutions and policies, see this paper: http://www.yemenwater.org/wp-content/uploads/2013/03/Phillips-and-Jones-2006-Erosion-and- tourism-in-CZM.pdf  Math: Place students in pairs and tell them to research the average resources used and pollution generated per mile by different types of travel, including private car, bus, train (different types, if possible), small boat, cruise ship and airplane. Then instruct them come up with travel itineraries for one of two different trips, calculating the resource and pollution burden. If there is time, have them devise three variations of the itinerary, striving for the lowest possible impact. o Trip 1: A couple from Oregon wants to take a two-week vacation, visiting St. Louis, MO and Savannah, GA. They are happy to spend up to six days of their trip traveling, and are open to spending anywhere between 4 and 7 days in each city. o Trip 2: A businessman in Boston has a 3-day conference in Sao Paolo, Brazil. Afterward, he’d like to take four or five days to explore the city, and also visit Rio de Janeiro. He would also like to spend a day traveling on the Amazon river.

When pairs have come up with their itineraries, they should report out to the class, including their calculations. How did taking environmental impacts into account change how you approached the trip planning?

 Math: Instruct students to chart the number of travelers to an area and research the quantified impact on the environment and the methods in place to reduce these effects. Ask students to determine whether sites are damaged because of the number of travelers, the lack of controls in place, or both.  Science: The product life cycle is similar to a biological life cycle. Have students create a poster that compares and contrasts the life cycle of a product to the life cycle of a biological organism. Ask students to create a graph or a chart demonstrating both life cycles.  Technology: Take virtual field trips to the places students wrote their environmental impact assessments on.  Technology: Have students watch the Ted Talk “How I Brought a River, and My City, Back to Life:” http://www.ted.com/talks/aziza_chaouni_how_i_brought_a_river_and_my_city_back_to_life As they listen, tell them to write down the different types of professionals mentioned who were part of the process of restoring the river (they should hear at least the following: architect, engineer, activist). Ask students to apply what they saw in this video to reimagining a heavily polluted area of their own community. Then ask, What role would they like to play in its restoration? What career would that require pursuing? Additional Cross-Curricular Ideas  History: Have students create a written and visual report that portrays a destination before and after tourism became prevalent in the area. Students study the history and progression (or regression) of the site over decades.

Teacher Resources

Resource Description

Teacher Resource 4.1 Photos: Three Environmental Impacts

Teacher Resource 4.2 Chart: Tourism Area Life Cycle (separate JPEG file)

Teacher Resource 4.3 Illustrations: Life Cycle Stages

Teacher Resource 4.4 Interactive Lecture: Tourism Area Life Cycle

Teacher Resource 4.5 Rubric: Environmental Impact Assessment

Teacher Resource 4.6 Key Vocabulary: Environmental Impact

Teacher Resource 4.7 Bibliography: Environmental Impact

Teacher Resource 4.1 Photos: Three Environmental Impacts

Hang the photos on the following pages around the room and conduct a gallery stroll, or project the photos onto a screen using an LCD projector for students to view one at a time. After students have viewed each photo, ask them to write in their notebook what each photo depicts, and why it is a concern. If they aren’t sure, encourage them to guess or guide them with answers such as: “It is wasteful,” “It is dangerous to people and animals,” or “It destroys the land.” When students have finished writing, use the information below to guide a discussion.

Description of Photo #1 There are two main areas of environmental impact: pollution of natural resources and waste production. This photo is an example of impact to a natural resource: water. Fish and plant life often die when water is polluted. Factories and farms often pollute water by dumping waste in rivers and lakes, but tourists also contribute to water pollution by boating and fishing. Oil and gasoline from boat engines pollute the water, as does litter like fishing hooks and soda cans. However, the biggest contributors to water pollution from tourism are cruise ships. Cruise ships dump up to 25,000 gallons of toilet sewage and 140,000 gallons of sink and shower sewage every day. This puts harmful and even deadly bacteria in the water, resulting in major environmental pollution.

Description of Photo #2 This photo shows an airplane landing at a city airport. Air travel causes a lot of pollution and is one of the biggest examples of how the tourism industry affects the environment. We hear a lot of discussion about how burning fuel—usually from cars—is damaging the environment and causing global warming. But fuel burned by airplanes actually does even more damage, because the emissions are released higher in the atmosphere. We expect air travel to grow between 4% and 5% annually through at least 2017. That means even more potential damage to the environment. Sometimes flying on a plane is necessary. If a businesswoman from Boston needs to attend a meeting in China, she really doesn’t have a choice about how she gets there. However, many people today use planes to travel shorter distances, and these flights can do even more damage. Regional flights tend to use older airplanes, which are less fuel-efficient. During a flight, a plane releases more carbon emissions during take-off and landing than during the cruising period. A “short hop” flight—from Boston to New York, for example—means that taking off and landing takes up more of the plane’s time. Plus, shorter flights are often scheduled closer together. If tourists are going to travel between two cities that are closer together, they should explore other transportation options that might cause less air pollution.

Description of Photo #3 This photo is an example of physical impact; it portrays illegal dumping of waste, which is a particularly serious form of littering. Tourists contribute to littering when they visit areas and fail to use appropriate trash receptacles. Even when they do, the amount of waste generated by visitors can sometimes double or triple the amount produced by residents because visitors spend a lot of time shopping. Shopping, whether for fast food, clothing, or souvenirs, results in a lot of waste from packaging materials. To reduce the amount of litter, tourist sites can post signs asking people to dispose of their trash correctly, as well as provide numerous waste and recycle bins that are easily visible and accessible. They can also give “litter tickets” to people caught throwing trash on the ground or dumping waste illegally. When possible, visitors can participate in educational sessions that introduce the idea of visitor ethics or visitor responsibility. Sometimes visitors don’t handle their trash properly because they don’t recycle or compost when they’re at home. In other cases, people think that when they travel they can ignore rules that they would follow at

Copyright © 2007–2016 NAF. All rights reserved. AOHT Principles of Hospitality and Tourism Lesson 4 Environmental Impact home. A lot of people don’t realize that what they are doing is impacting the environment. This attitude contributes to the negative impact tourism has on the environment.

Photo #1

Photo #2

Photo #3

Teacher Resource 4.3 Illustrations: Life Cycle Stages

Cut apart the illustrations below and place them in random order near Teacher Resource 4.2, Chart: Tourism Area Life Cycle (separate JPEG file). Students will match the illustration to the stage of the Tourism Area Life Cycle during the interactive lecture in Class Period 1. Note that the last stage, which can either be Decline or Rejuvenation, is not illustrated.

An answer key is provided below. You may want to note the stage on the back of each illustration.

Correct Sequence and Names of the Tourism Area Life Cycle

1. Exploration

2. Involvement

3. Development

4. Consolidation

5. Stagnation

Post an enlarged version of Teacher Resource 4.2, Chart: Tourism Area Life Cycle, or project it, so that all students can see it clearly. Prepare Teacher Resource 4.3, Illustrations: Life Cycle Stages, which students will use while listening to the lecture.

Paraphrase the Overview section below for your students. Point to each stage on the chart as you discuss it; give students time to write down information about each stage in their notes (Student Resource 4.1). Encourage students to ask questions and make guesses in order to keep this lecture as interactive as possible.

In addition to asking a student volunteer to choose the illustration depicting that stage and explaining his or her reasoning, call on seated volunteers to share what they have written to summarize and characterize each stage on their chart.

Overview of the Tourism Area Life Cycle Over the years, people who study tourism have come up with theories to explain how a tourist destination begins, grows, and changes—and how it changes the entire region surrounding it. A well-known, useful theory is the Tourism Area Life Cycle, developed by Richard Butler in 1980. Tourism planners and managers still use this theory today to help guide their decisions. According to this theory, a tourist destination undergoes six stages.

1. Exploration At first, hardly anyone knows about a particular place. It has very few tourist facilities, like hotels or restaurants. The natural surroundings are unspoiled, which is usually a major reason tourists are attracted. Plants and animals native to the place are thriving. The local people earn their living in ways that are traditional to them and that are not focused on tourism. Tourists Attracted to This Stage: On Plog’s model, the innovators are the kind of tourists who you would most likely find in a place at the exploration phase. The innovators are the path breakers of tourism. They have a strong sense of adventure and seek out the world’s least visited places. They like to interact with people from other cultures and delight in the exotic and unfamiliar. In 1963, Mismaloya, Mexico, was a tiny village in a cove on the beach, at the mouth of Mismaloya Creek. Puerto Vallarta, a short distance up the coast, was also a sleepy little fishing village. The exploration phase for this region began when the movie director John Huston decided to use Mismaloya as the set for his film Night of the Iguana. Ask a student volunteer to choose which of the illustrations represents Exploration. Post it either below the chart or somewhere nearby, with enough space so that the other pictures can be placed sequentially.

2. Involvement Once a small number of tourists come to the location regularly, local residents start a few tourist-related businesses. They build small hotels and a few restaurants; maybe they start a taxi service to get people to and from an airport. The destination is still unspoiled and relatively unknown. Example Making a film requires being on location for months at a time. The film crew, actors, and actresses all needed places to stay. Mismaloya was the actual set, so the cast wound up exploring Puerto Vallarta.

They loved the town. It was quiet and seemed almost stuck in time; nobody bothered them and they felt as if they’d found the perfect paradise to escape to. However, anywhere famous movie stars go, photographers, journalists, and paparazzi follow. The most popular stars of the time were in the movie: Elizabeth Taylor, Richard Burton, and Ava Gardner. Soon the rich and famous knew about Puerto Vallarta and flocked to the new hot spot. Hotels and restaurants sprang up accordingly. Choose a different student to pick the illustration representing this stage of development. The student should explain his or her reasoning.

Ask another student what sort of tourist would he or she most likely find in a place at this stage. (The answer is innovator).

3. Development When people discover a destination, investors and tourist-related companies get involved because they recognize that they can make a good profit. Suddenly, outsiders hire the local people to tend to tourists. Control of the area is no longer in the hands of its residents. A building boom begins: big hotels, restaurants, bars, and entertainment transform the area into one centered on tourism. Example Ordinary travelers want to vacation where the rich and famous go. Puerto Vallarta became a well-known tourist town. Hotels and resorts sprang up all along Banderas Bay, and the town business was now tourism instead of fishing. Mismaloya also became the site of hotels and restaurants. Tourists could (and still can) visit the set of the movie. Choose a different student to pick the illustration representing this stage of development. The student should explain his or her reasoning.

Ask another student what sort of tourist would come to a place in this stage. The answer is not clear-cut, but people who are closer to the middle of the spectrum, on the innovator side, are most likely to seek this kind of destination.

4. Consolidation This is a point of reckoning for a tourist destination. There are so many tourists, and so many tourist- related businesses, that the destination has reached capacity—meaning that if building and expansion continue, the area will suffer. It cannot grow without losing the qualities that made it a destination in the first place: unspoiled natural areas and a strong sense of the local culture. Tourists Attracted to This Stage The traditionalists on Plog’s model frequent destinations at this stage. They like their vacations to be predictable and laid back. They do not want a lot of interaction with other cultures; they prefer familiar food, music, and activities. They like to stay in good hotels and to be in areas heavily developed by tourism. Example Puerto Vallarta grew at a very fast pace. The skyline, once dominated by the jungle-covered mountains and the ocean, became an endless line of high-rise hotels, resorts, and condominiums. The residents depended upon the tourists but did not usually benefit from them, because the business owners were often big corporations from other countries. The infrastructure had reached a critical point: roads, sewer lines, water, and electricity were all stretched to the limit. Garbage and pollution were strewn on the beautiful beaches. Ask a student to pick the card depicting this stage and to point out the details of the illustration that indicate the destination had reached its limits.

5. Stagnation If a tourist destination hasn’t recognized that it has reached its limits during the Consolidation Stage, it becomes inescapably obvious in this phase. In fact, some aspects of the destination show signs of wear and tear; many hotels become run-down. The local environment is polluted and many species can no longer survive. Tourists looking for package deals and inexpensive options would still visit a destination in this phase. Ask a new volunteer to put the final illustration in place. Have the student point out the details in the illustration that point to the stage of stagnation.

Ask another student what sort of tourist on Plog’s model is most likely to come to this kind of destination; it should be clear that only traditionalists are attracted to these places.

Example By the 1990s to the present day, many people feel that Puerto Vallarta has entered this stage. They say the town is one giant tourist trap, with shops selling T-shirts and tacos one after the other. You can also get anything there that you get at home, like Kentucky Fried Chicken and McDonald’s. There is even a Walmart now. They still continue to build giant high-rise hotels. The local people work in the tourist trade but often barely eke out a living by pestering tourists to buy their wares on the beach. Other people say that it has kept some of the appeal it used to have. According to the travel section of U.S. News & World Report, Puerto Vallarta “has retained some of its small-town ambiance and boasts one of the most impressive, luxurious and authentic beach destinations in Mexico.” The old section of town still has narrow cobblestone streets; the surrounding mountains are still covered with jungle and forest.

What Stage Will a Tourist Destination Enter Next? Use the information below to guide class discussion and help students fill in their illustrations.

At this point in the life of a tourist destination, it can take a number of different paths. At the extremes are complete decline or complete rejuvenation; a destination can also achieve something in between, as shown by the various arrows on the chart.

Decline A destination may enter the Decline Stage for many reasons, such as a natural disaster that does irreparable damage, competition from other tourist destinations, poor long-term planning and management, or political and economic forces beyond a destination’s control. If a destination has entered the Stagnation Stage and no changes in management or strategic planning occur, decline is inevitable. It means that the tourist destination is no longer profitable and will either close up or turn into another type of business.

Rejuvenation The main objective of any tourist destination is to continue to attract tourists and to stay profitable. But turning a destination around so that it is once again thriving requires radical changes. For example:  Instead of ignoring the surrounding community, a sustainable tourist destination must become fully integrated with the surrounding region and take local opinions and needs into account.  Building has to be managed, and new resorts must not be built beyond a certain point so that the number of people coming to a place supports it rather than damages it.

 The roads, sewer systems, and water and energy supplies all need to be well maintained and adequate.  The natural environment must be restored and preserved. Examples In a small village in Finland, locals have been involved in the tourism plans of their region since about the year 2000. They have had a direct influence on preserving much of the natural environment, which they felt was threatened by the possibility of too much tourism. This region has kept its appeal as a tourist destination thanks to the involvement of the residents. On the island of Crete, the government has recognized that many areas of the island have reached capacity and has forbidden further development. Local authorities are improving infrastructure and trying to diversify the kinds of tourist activities available. These can spark rejuvenation but are just the first steps to achieving it. Distribute copies of the Exploration illustration to students. By counting off or using your own preferred method, divide the students in half so that some use their illustration to show what they think Decline would look like and some use it to show the Rejuvenation Stage.

Teacher Resource 4.5 Rubric: Environmental Impact Assessment

Student Names:______Date:______

Exemplary Solid Developing Needs Attention

Research Research goes above Good topic research Some topic research was Little to no and beyond the usual and information done and integrated into research is sources. Information is integration is evident. the assignment. Some evident, and no used effectively and Proper citations are source information is source cited properly. used for each source. missing and/or is not in information is the proper format. collected or presented.

Comprehension All content is accurate Most of the content is Content shows some Much of the of Subject and complete and accurate and shows flaws and omissions and content is Matter communicates a mastery of the topic. illustrates only partial inaccurate and complete knowledge of the topic. confusing and

understanding of the communicates topic. very little understanding of the topic.

Evidence and All of the evidence and Most of the evidence At least one piece of Evidence and Examples examples (facts, and examples are evidence or one example examples are not statistics, and real-life specific and relevant. is relevant. relevant. experiences) are specific and relevant.

Content Content is clearly Content is organized, Ideas are sound, but the Content is Organization/ organized, with a and most ideas are content is not well disorganized. Flow logical flow of well connected, with organized and needs Transitions connected ideas and effective transitions. more effective between ideas effective transitions. transitions. are unclear or nonexistent.

Vocabulary Exhibits skillful use of Exhibits proficient use Exhibits minimal use of Lacks use of new new and vivid of new vocabulary new or vivid vocabulary, vocabulary. vocabulary that is that is purposeful. and new vocabulary is Language is dull precise and not precise. and tedious. purposeful.

Mechanics No grammatical, Few grammatical, Some grammatical, Many spelling, or punctuation spelling, or spelling, or punctuation grammatical, errors. All sentences punctuation errors. errors. Most sentences spelling, or are well constructed Most sentences are are well constructed, with punctuation and vary in structure. well constructed, with little variation in sentence errors. Most some variation in structure. sentences are sentence structure. poorly constructed.

Additional Comments:

______

Teacher Resource 4.6 Key Vocabulary: Environmental Impact

Term Definition

eco-friendly Describes goods and services that inflict minimal or no harm on the earth, its resources, and the environment.

ecosystem A specific area in which all plants, animals, and microorganisms function together and even depend on each other for survival.

ecotourism Travel that is nature based; concentrates on protection of the earth, its resources, and minimizing damage from tourism.

environmental consultant A person who evaluates impacts to the environment and proposes solutions.

environmental footprint A measure of how much impact one person has on the environment.

environmental impact The stress or damage on land, water, air, and natural features.

environmental impact A report on the status and health of the environment and what potential assessment impacts could result from new developments.

environmental sustainability Practice of minimizing or eliminating destructive impacts on the earth and its resources.

petroglyph Rock carvings made by American Indians and other native peoples around the world centuries ago.

self-destruct theory of A destination life cycle-related theory used to explain the stages of a tourism tourist destination, from its beginning to its decline.

sustainability Living in a way that meets the needs of the present without compromising the ability of future generations to meet their own needs.

Tourism Area Life Cycle Theory developed by Richard Butler to explain the stages of a tourist destination’s health and profitability.

Teacher Resource 4.7 Bibliography: Environmental Impact

Online Alvares, Daniela, and Julia Lourenco. “Life Cycle Modelling for Tourism Areas.” University of Minho, http://repositorium.sdum.uminho.pt/bitstream/1822/4982/1/Lourenco_CI_3_2005.pdf (accessed February 8, 2016). “Banff National Park.” Parks Canada, http://www.pc.gc.ca/pn-np/ab/banff/index.aspx (accessed February 8, 2016). “Environmentally Friendly.” Wikipedia, http://en.wikipedia.org/wiki/Environmentally_friendly (accessed February 8, 2016). “Florida.” US Census Bureau: State & County QuickFacts, http://quickfacts.census.gov/qfd/states/12000.html (accessed February 8, 2016). “Florida Quick Facts.” State of Florida.com, http://www.stateofflorida.com/Portal/DesktopDefault.aspx?tabid=95 (accessed February 8, 2016). “Florida’s Coral Reefs.” Florida Department of Environmental Protection, http://www.dep.state.fl.us/coastal/habitats/coral.htm (accessed February 8, 2016). “GHG Emissions Resulting from Aircraft Travel.” Carbon Planet, http://www.carbonplanet.com/downloads/Flight_Calculator_Information_v9.2.pdf (accessed February 8, 2016). Kato, Andrew, and James Mak. “Technical Progress in Transport and the Tourism Area Life Cycle.” UHERO, September 28, 2010, http://www.uhero.hawaii.edu/assets/WP_2010-13.pdf (accessed February 8, 2016). “Mount Kenya National Park.” Kenya Travel Safari, http://www.kenya-travel-safari.com/kenya-national- parks/mount-kenya-national-park-kenya.html (accessed February 8, 2016). “Needless Cruise Pollution: Passengers Want Sewage Dumping Stopped.” OCEANA, January 2004, http://oceana.org/reports/needless-cruise-pollution-passengers-want-sewage-dumping-stopped (accessed February 8, 2016). Reichardt, Klaus. “Measure Your Hotel’s Water Consumption, Then Start Saving.” 4Hoteliers: Hospitality, Hotel & Travel News, February 18, 2007, http://www.4hoteliers.com/features/article/1889 (accessed February 8, 2016). Sillignakis, Kostantinos E. “Ecotourism as a Model for Sustainable Tourism Development: The Case of Sitia Municipality in Crete.” University of Huddersfield, 2002, Dissertation Paper, http://www.sillignakis.com/KS%20Huddersfield%20Dissertation%202002.pdf (accessed February 8, 2016). “Sustainability.” United States Environmental Protection Agency, http://www.epa.gov/sustainability/basicinfo.htm#sustainability (accessed February 8, 2016). Tourtellot, Jonathan B. “Conservation vs. Development: A Tale of Two Parks.” National Geographic News: TravelWatch, September 26, 2003, http://news.nationalgeographic.com/news/2003/09/0926_030926_travelerbanff.html (accessed February 8, 2016).

Tuulentie, Seija, and Ilona Mettiainen. “Local Participation in the Evolution of Ski Resorts: The Case of Ylläs and Levi in Finnish Lapland.” Finnish Forest Research Institute, http://www.wsl.ch/dienstleistungen/publikationen/pdf/8191.pdf (accessed February 8, 2016). “Why Choose LEED.” U.S. Green Building Council, http://www.usgbc.org/leed/why-leed (accessed February 8, 2016). Wiese, Peter V. “Environmental Impact of Urban and Industrial Development.” UNESCO, http://www.unesco.org/csi/wise/cancun1.htm (accessed February 8, 2016).

Student Resources

Resource Description

Student Resource 4.1 Notes: Tourism Area Life Cycle

Student Resource 4.2 Illustration: Decline or Rejuvenation?

Student Resource 4.3 Reading: Environmental Consulting

Student Resource 4.4 Assignment: Environmental Impact Assessment

Student Resource 4.1 Notes: Tourism Area Life Cycle

Student Name:______Date:______

Directions: Fill in the charts below with information from the Tourism Area Life Cycle lecture. You can also make notes right on your own copy of the Tourism Area Life Cycle Chart.

Tourism Area Life Cycle

Plog’s Model

Name of Stage What Happens in This Type of Tourist This Example of What Stage? Stage Attracts This Stage Looks Like

Exploration

Involvement

Development

Consolidation

Stagnation

Decline

Rejuvenation

Student Resource 4.2 Illustration: Decline or Rejuvenation?

Student Name:______Date: ______

Directions: Use the picture below to illustrate the last stage of the Tourism Area Life Cycle according to the stage you have been assigned. Are you depicting Decline or Rejuvenation?

Name of Stage of the Tourism Area Life Cycle: ______

Student Resource 4.3 Reading: Environmental Consulting

Is it possible to love a place to death? Unfortunately, the answer is yes. Tourist sites beloved by millions often get run down over time. They become degraded by overuse, pollution, and other environmental problems. But people around the world are working to solve problems caused by tourism. Travelers, owners of hospitality and tourism businesses, and government officials are among these people. Their activities include educating the public and creating laws that support environmental sustainability.

What is environmental sustainability? Would you rather visit a place that is full of trash, with no native wildlife, or a place that is clean and where you can see all kinds of plants and animals? Sustainability means taking care of the environment so that it can remain plentiful and healthy. It means protecting native plants, animals, water, air, and landscapes. It also means that tourist businesses using sustainability practices need to actively maintain or improve the care of the environment. Thankfully, turning a profit and practicing sustainability go hand in hand. Typically, when a tourist business takes care of the environment, the profits are likely to go up. Today, much of the tourist industry does not use sustainable methods. Natural resources are being used up faster than they can replenish themselves. But many tourists want to change this trend. Tourists who focus on the preservation and health of the environment practice ecotourism. Ecotourists reduce their impact on the environment in many ways. They choose modes of transportation that use little or no gas, such as hybrid cars or bicycles. They stay in lodgings that conserve water and are built from renewable resources, such as bamboo and recycled materials. They choose restaurants that support local organic farms. If food is grown locally, it cuts down on the pollution caused by transporting food long distances. By eating in local organic restaurants, ecotourists are also sending the message that they don’t want to contaminate the water and soil with polluting pesticides.

What is an environmental consultant? Ecotourism is all about choosing green alternatives. The term green comes from healthy green plants and trees. More and more destinations are becoming aware of green alternatives and they want to provide them, but often, they need help figuring out the best way to do that. Environmental consultants are people who explain how to use green services and practices in tourist settings. Environmental consultants give specific solutions to environmental problems. Here are some examples of suggestions a consultant might have: For parks and outdoor areas:  Placing informative signs at the entrance to hiking trails and parks that tell visitors what they can do to protect the local plants and wildlife.  Advising parks to hire guides to lead people on hikes so that they can monitor visitors and ensure the least possible impact on the environment.  Telling developers where to build and where not to build in order to protect wetlands and other sensitive ecosystems. For hotels:  Establishing a recycling program  Improving sewage or trash maintenance systems  Using energy-efficient ice machines  Creating a card system for guests to indicate if they would like their sheets changed

 Establishing a towel exchange program whereby towels left hanging would not be replaced  Replacing light bulbs with more energy-efficient lights  Programming air conditioners to turn off when balcony or patio doors are open or if the room is unoccupied  Choosing not to wash all sheets and towels on a daily basis  Following Leadership in Energy and Environmental Design (LEED) guidelines for building construction. If a building achieves LEED certification, it means that it has been built according to the highest sustainability standards. For restaurants:  Not serving water automatically in restaurants (waiting until customers ask for a glass of water)  Serving local organic food  Starting a compost system Environmental Consulting and the Tourism Area Life Cycle When environmental consultants visit a site, their work depends on the state of the site. They need to know what part of the Tourism Area Life Cycle it is in. Remember the six stages of the Tourism Area Life Cycle? An environmental consultant may be called in during any of these stages. In the earlier stages, such as Involvement or Development, the consultant can tell clients how to minimize the impact of tourism. Suggestions include how to build structures that are energy efficient using renewable materials. The consultant can also offer advice on how to maintain or improve the environment surrounding the tourist business. First, the consultant assesses problems that could arise from a lot of tourists visiting the area. Next, he or she makes a list of things businesses can do to minimize the impact of tourism. Some consultants even oversee the development of new sites, making sure environmentally protective measures are established. If a tourist destination is in the later stages of the Tourism Area Life Cycle, a consultant may be brought in to get it headed back in the right direction. These destinations have been around for many years and environmental damage has already occurred. A consultant will identify and report the problems. The consultant may assess pollution levels, note the decreases in numbers of native plants and animals, and measure damage to the land. Then the consultant will explain how to clean up pollutants and stop further destruction. Increasingly, environmental consultants educate tourists about reducing their own environmental impact.

How Banff National Park became sustainable One example of a tourist destination that has greatly benefited by hiring an environmental consultant is Banff National Park, located in Alberta, Canada. There are several things that share the valley with the park. There’s also a highway, golf course, cadet camp, airstrip, campgrounds, and the town of Banff in the same valley. They receive more than 4.6 million visitors a year. This valley is also home to elk, grizzly bears, wolves, and thousands of other native animals and plants. And the land is still undergoing major development. Banff is in the Consolidation phase of the Tourism Area Life Cycle, but it was headed toward decline very quickly. The people of Banff realized that more tourist developments would ruin the landscape. Since the wildlife and beautiful forests were the whole reason people wanted to visit, hardly any tourists would come if everything were ruined. With the help of environmental consultants, they developed the Banff Heritage Tourism Strategy. Since 2001, they have convinced one hotel to return 32 acres of golf course back to natural habitat. The hotel also added a nature-guide program that educates people about the local

Copyright © 2007–2016 NAF. All rights reserved. AOHT Principles of Hospitality and Tourism Lesson 4 Environmental Impact environment. The cadet camp and airstrip were closed. On tour busses, guides now talk to passengers about the native wildlife and how to protect it. Dozens of other environmental cleanup projects are under way as well. Today, Banff National Park continues to ask for public feedback on new tourist developments and other projects. For example, in December 2012, the public was invited to comment on long-range plans and guidelines for the Mount Norquay ski area. Parks Canada received more than 1,450 comments from concerned citizens, with many people passionately expressing their opinions on the ski area’s environmental impact. The park is determined to both protect and nurture the wilderness that draws people from all over the world, and to provide great tourism opportunities such as skiing. Done properly, skiing will have minimal impact on the sustainability of the park. Environmental consultants have an important role to play in all phases of a destination’s life cycle. They can help a new resort be more environmentally sensitive or repair the damage an older resort has done to its surroundings. As sustainability continues to be an important trend, environmental assessments will continue to be a valuable part of managing a hospitality business or destination.

Student Resource 4.4 Assignment: Environmental Impact Assessment

Student Names:______Date:______

Directions: Work with your group to write a report about the environmental impact tourism is having on a given location. Before you begin, read through all of the instructions on this resource, and review the rubric to make sure you understand how your work will be assessed.

Step 1: Choose a Destination Select one of the following destinations:

 Galapagos—a group of islands off the coast of Ecuador, famous for their biodiversity  Great Barrier Reef—the largest coral reef in the world, off the coast of Australia  Machu Picchu—the Lost City of the Incas, built high in the mountains of Peru  Lake Tahoe—a resort area built near a large lake on the border between California and Nevada  Phuket—famous beach destination in Thailand  Mount Kenya National Park—famous destination for observing wildlife and mountain climbing

Step 2: Divide Up the Work Each member of your group will be responsible for a section of the report. Read over the sections below and assign a group member to each section. You will be responsible for doing the research and writing your section of the report, as well as for explaining your section of the report to your classmates.

Introduction Written by:  Where is this destination located?  What natural and human-made attractions does this destination have to offer? As a part of the introduction, you need to provide at least one or two photographs or images of your destination.

History Written by:  How long have tourists been visiting this place? When did it first become a “destination”? How many people visit annually today?  How has this destination changed over time? As part of the history section, you need to provide at least one or two photographs or images of your destination. If possible, try to provide photographic evidence that compares what the place looked like before it was developed to what it looks like today.

Environment Written by:  What environmental concerns or problems have been reported about this location? How are they related to tourism?  What, if anything, has been done to address these concerns (e.g., local community protests, environmental reports, government involvement)? As part of the environment section, you need to provide at least one or two photographs or images of your destination.

Conclusion (written by all group members working together)  What do you think might be done to stop and/or reverse environmental damage at this destination? Why? How? As part of the conclusion, you need to create a bibliography—a list of all the sources where each member of the group obtained information. If you used a website, you list it like this: “Florida’s Coral Reefs.” Florida Department of Environmental Protection, http://www.dep.state.fl.us/coastal/habitats/coral.htm. First you list the name of the article in quotation marks. Then you list the name of the website. Finally, you copy the URL for the website, as above. If you found information in a book, you list it like this: Kilkenny, Shannon. The Complete Guide to Successful Event Planning. Ocala, FL: Atlantic Publishing Group, 2006. First you list the author (last name first); then the title of the book, in italics; then the place where it was published; the name of the publisher; and the date it was published. All of this information is in the beginning of the book.

Step 3: Research Use the sites listed below and any other recommended material to learn more about your destination. Take notes on the answers to the questions listed above for your section of the report. Make sure you keep track of where you get your information—you need to include a bibliography as a part of your report.

General Research Sources  Planeta: http://www.planeta.com/  Tourism Concern (UK based): http://www.tourismconcern.org.uk/  The Sustainable Tourism Gateway (hub of links to other sites): http://www.gdrc.org/uem/eco- tour/eco-tour.html  National Geographic Center for Sustainable Destinations: http://www.nationalgeographic.com/travel/sustainable/  TIES (The International Ecotourism Society): http://www.ecotourism.org/  The Weather Channel: www.weather.com/holiday/memorial-day/news/traveling-green-10-best- ecotourism-trips-photos-20140115

Step 4: Write Your Report Write your section of the report, making sure to include all the important information listed in Step 2. Check to make sure you are using complete sentences and proper spelling and grammar.

Once each section is done, work on the conclusion, making sure that everyone contributes. Finally, choose one person to be the scribe. This person retypes the assignment into one complete report with a bibliography and pictures at the end. Or if your group uses Microsoft Word to write each section of the report, the scribe will combine the Word documents into a single file. This can be done by emailing the files to each other or by using a portable hard drive or other method to transfer the files onto one computer.

In this lesson, students consider the economic impact of tourism in various locations throughout the world. Students compare countries that rely almost entirely on tourism revenue with countries that maintain a diversified economy in which tourism has a smaller, yet still significant, economic impact. Students learn about the information that economists, politicians, and business leaders collect to track the economic impact of tourism. Students then conduct a “scavenger hunt” on the Internet to gather examples of tourism’s economic impact on local, national, and international economies. Advance Preparation  Prepare copies of foreign currency examples for Class Period 1 (Teacher Resource 5.2, Handout: Foreign Currency).  In Class Periods 2 and 3, students will need access to computers for Internet research (one student per computer). Use Student Resource 5.2, Assignment: Economic Impact Scavenger Hunt, for guidance. This lesson is expected to take 3 class periods.

Lesson Framework Learning Objectives Each student will:  Explain the economic importance of tourism in different areas of the world*  Display understanding of the types of information used to track tourism’s impact on the economy  Identify and summarize news stories that demonstrate tourism’s effect on local, national, or international economies

*This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Assessment Product Means of Assessment

Summaries of news articles on the economic Assessment Criteria: Economic Impact impact of tourism (Student Resource 5.2) Scavenger Hunt (Teacher Resource 5.3)

Prerequisites  Basic understanding of numbers, percentages, and money  Familiarity with the four major sectors of hospitality and tourism

Instructional Materials Teacher Resources  Teacher Resource 5.1, Guide: Economic Impact of Tourism  Teacher Resource 5.2, Handout: Foreign Currency  Teacher Resource 5.3, Assessment Criteria: Economic Impact Scavenger Hunt  Teacher Resource 5.4, Key Vocabulary: Economic Impact of Tourism  Teacher Resource 5.5, Bibliography: Economic Impact of Tourism Student Resources  Student Resource 5.1, Reading: Economic Impact of Tourism  Student Resource 5.2, Assignment: Economic Impact Scavenger Hunt Equipment and Supplies  Whiteboard, blackboard, or flip chart  Computers with Internet access (one for each student)

 A globe or a world map (optional)

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 25 Class Discussion: What Is the Financial Impact of Tourism? This springboard activity uses visuals to demonstrate the huge economic importance of tourism to certain countries and to help students consider the dangers of economic dependence on tourism. Before class, cut along the lines of Teacher Resource 5.2, Handout: Foreign Currency, to create three fake bills. Make enough photocopies of these bills so that each student has one bill of one currency. Next, arrange the classroom so students can stand or sit in a large circle, with two chairs set up in the middle of the room. Put a sign on one chair that reads “Lost jobs” and a sign on the other chair that says “Lost money.” When class begins, direct students to stand or sit in a large circle. Alternate the three bills evenly to distribute them so that each student has one bill. Begin by explaining to students that they will learn about three different countries and the economic dependence of those countries on tourism. Explain that the term economic dependence measures how much countries rely on tourism in order to survive. If a world map or a globe is available, use it to identify the first country, Morocco. Read the Morocco: Description section of Teacher Resource 5.1, Guide: Economic Impact of Tourism. Then follow the guidelines in Morocco: Directions to walk students through a visualization of the money and jobs Morocco would lose if tourism shut down. Finally, use Morocco: Discussion to lead a brief discussion with the students. Have students return to the circle after each country has been discussed. Repeat this process for the next two countries (Malta and the Maldives). Once you have reviewed all three countries, ask students to vote by a show of hands for which country they believe is the most dependent on tourism. Keep a tally on the board of the votes for each country and ask a few volunteers why they voted for the country they did. Explain to students that the actual answer is not clear-cut, but, for the Maldives, tourism is the biggest industry. For Malta, tourism is key, but so is foreign trade manufacturing. Morocco has the more diversified economy, relying on agriculture and some

Step Min. Activity

manufacturing as well as tourism. Let students know that in the next activity they will learn more about how tourism affects economies.

2 25 Reading: Economic Impact of Tourism In this activity, students continue to explore the economic impact of tourism as well as the way researchers and statisticians track that impact. Review Student Resource 5.1, Reading: Economic Impact of Tourism. Coach students to use the SQ3R method for reading this resource. For a more detailed explanation of this instructional strategy, please see The NAF Learning Handbook. Place students in pairs. Survey: Ask students to read the title and the text in boldface to get a general idea of what the reading will cover. Question: Tell the pairs to write down three questions that they have about the article before they read it. Tell them to leave space between each question so that there is room to write the answer. Give students a few minutes to do this; then call on volunteers to share their questions. Write the questions on the board and ask if other students thought of the same question or if they have others to share. Read: Read Student Resource 5.1. Tell students to look for answers to their questions as they read and to jot them down in their notebook. Recite: Ask pairs to query each other about the reading. What did they learn? What do they think are the most important things to remember? Students may also highlight these sections of the article. Review: As a class, review key points and summarize understandings. Make sure that students understand the ways tourism affects a region’s economy and the type of information an economic impact analysis may include by asking student volunteers to answer the questions that they generated before they read the article. If a question can’t be answered, why not? Where might they go to find that information? Explain that they will continue looking at how tourism affects the economy in the next class period.

CLASS PERIOD 2

3 35 Group Work: Economic Impact Scavenger Hunt

Students work together to identify real-life examples of tourism’s impact on the local, national, and international economy. This activity focuses on the following college and career skills:

 Demonstrating teamwork and collaboration  Utilizing time efficiently when managing complex tasks  Locating, evaluating, and applying information Before class begins, evaluate the research skills of your students. If students have

Step Min. Activity

limited experience with Internet research, allow additional class time to review the basics, including how to use a search engine and how to find specific information on a large site (such as locating an article on tourism on the website of a major newspaper). When class begins, put students into groups of three or four. Explain that students are going to work together to identify news stories, press releases, or other materials on the Internet that provide examples of tourism’s impact on the economy. Review Student Resource 5.2, Assignment: Economic Impact Scavenger Hunt. Point out that students need to search for materials that address local, national, and international impacts. Then ask students to read the assessment criteria by which their work will be assessed. Call on different students to paraphrase each criterion and answer any questions to ensure that all students understand what they need to do. Assign each student to a computer. Give students time to begin working on the assignment. If your students have access to mobile devices, ask them to work in groups with their smartphones or tablets.

4 15 Check-In: Economic Impact Scavenger Hunt

Students assess and discuss their in-progress work on the scavenger hunt assignment. When approximately 15 minutes remain in class, ask students to stop and assess their work in their groups, using the following prompts:  How many examples have we found concerning the impact of tourism at the local level?  How many examples have we found at the national level?  How many examples have we found at the international level? Give the groups about five minutes to consider their answers to the prompts. Then ask each group to share their response to one or more of the prompts. Use this opportunity to make suggestions about ways the students may wish to refine their search process. Let students know that they will have part of the next class period to do this assignment but that it will be collected during the next class period. Remind them that they need to find at least 10 articles, press releases, or other examples on the Internet and that their materials need to represent a mix of local, national, and international stories. If a group is concerned about meeting those requirements, suggest that they do additional research for homework, aiming for each group member to bring in an additional example. You may wish to make this mandatory homework for all students.

CLASS PERIOD 3

5 30 Group Work: Economic Impact Scavenger Hunt (Continued)

Students continue searching for news stories that demonstrate the economic impact of tourism. This activity focuses on the following college and career skills:

Step Min. Activity

 Demonstrating teamwork and collaboration  Utilizing time efficiently when managing complex tasks  Locating, evaluating, and applying information Ask students to return to their groups. Briefly review the assessment criteria to remind students of their goals; assign each student to a computer, and then give them approximately 20 minutes to search for additional materials. Next, ask each group to share information about two examples. What did they learn about tourism and the economy from these materials that they didn’t know before? Write the three headings Local, National, and International on the board. As students share their findings, paraphrase their summary under the appropriate heading. When you have three or more under each heading, ask students to think about this prompt:  Do you notice any patterns in the findings? In other words, are there any common themes within categories or across them? Give students a minute to think about it and call on some volunteers to share their reasoning. They may notice, for example, that natural disasters have an enormous impact on the tourist economy, or that environmental concerns are affecting which tourist businesses are supported within a community. At the local level, perhaps the name of a particular politician keeps coming up in connection with a tourist issue. When the assignment is finished, collect and assess using Teacher Resource 5.3, Assessment Criteria: Economic Impact Scavenger Hunt.

6 20 Reflection: Economic Impact of Tourism Students consider what they have learned from the scavenger hunt activity and from the lesson as a whole about the economic impact of tourism. This activity focuses on the following college and career skill:  Working effectively with a diversity of individuals and perspectives When approximately 20 minutes remain in class, ask students to reflect on one or more of the following prompts in their notebook:  This lesson made me realize….  I still have questions about….  I think the biggest impact tourism has on the economy is….  Tourism does/does not affect our local economy because…. Give students a few minutes to write. Ask them to share with their group mates what they have written. Invite a volunteer from each group to share one thing they discussed in their group. You may want to gauge student understanding by assessing the notebooks on a credit/no-credit basis. Point out to students that the economic impact of tourism is related to the environmental impact of tourism, which they studied in Lesson 4. Remind them of the life cycle of a destination; when it is in the Exploration, Involvement, Development, or Consolidation phases, it benefits the economy, and when it is in Stagnation or Decline, the economy also deteriorates. Tell students that in the next lessons they will be applying the concepts they have

Step Min. Activity

learned thus far to more specific topics in hospitality and tourism and that they will also be learning about each sector of the industry in more detail.

Extensions Content Enrichment  Business travelers, in many places, have an even bigger economic impact on the hospitality and tourism industry than leisure tourists. Have students research the impact of business travel on their community or on the nearest big city. Encourage students to study one area in depth, researching specific types of tourism jobs in the area (such as jobs in lodging, transportation, food and beverage, entertainment), where the majority of tourists come from (Europe, America, Australia, etc.), and the tourism statistics in the area for the past 10 years. Have students compare and contrast the differences between leisure and business travel, duration, activities, and so forth. STEM Integration  Math: After collecting tourism statistics for certain countries, have students create presentations using graphs and charts. Instruct them to convert the gross domestic product (GDP) into the country’s own currency (GDP is often reported in US dollars) and to include information about the country’s currency exchange rate.  Math: Using the second scenario given in TR 5.1 and the resources students have gathered in their Scavenger Hunt, ask students to individually solve the following problem. Imagine that your city wants to raise the current hotel tax by 0.5%. That would result in a rate hike equal to what percentage of the current tax? What dollar amount would the increase be for the average room in an economy hotel in your city? What about the average in a luxury hotel? Do you think this increase would dissuade either economy or luxury visitors from coming? In the long term, would such an increase hurt or benefit tourism in your city?  Technology: Have students create QR (quick response) codes linking to the websites and online articles they discovered in their research. Post these in a class wiki on the economic impact of tourism. A QR code is a two-dimensional barcode that is readable by smartphones and tablets that have cameras. To understand the utility of these codes and to see how they work in a classroom, see “Twelve Ideas for Teaching with QR Codes” on Edutopia at http://www.edutopia.org/blog/QR-codes-teaching-andrew-miller. Generate your own codes for free using a site like https://bitly.com, www.qrcode-monkey.com, or Google QR Code Generator. 99Student devices require the appropriate reader software and are also available free from the iTunes App Store or Google Play. Additional Cross-Curricular Ideas  Social Studies: Ask students to report on the humanitarian impact of tourism, including charitable donations tourists make after visiting a country, and the trips they take specifically to donate their time and services to help residents (known as volunteer tourism, or voluntourism).  Social Studies: Invite students to report on the political policies implemented because of the importance of tourist revenue, such as laws to protect tourists, laws to reduce crime, and laws to improve humanitarian conditions in the area. Discuss the impact on the people living in that region.

Teacher Resources

Resource Description

Teacher Resource 5.1 Guide: Economic Impact of Tourism

Teacher Resource 5.2 Handout: Foreign Currency

Teacher Resource 5.3 Assessment Criteria: Economic Impact Scavenger Hunt

Teacher Resource 5.4 Key Vocabulary: Economic Impact of Tourism

Teacher Resource 5.5 Bibliography: Economic Impact of Tourism

Teacher Resource 5.1 Guide: Economic Impact of Tourism

Read the information about each country aloud, and then use the instructions provided below to guide students through the activity, showing them how much tourism affects the economy of each country.

Note: The instructions are based on a class size of 30 students. It would be helpful to have a globe or a map of the world available so students can see where each of these countries is located.

Morocco: Description Read the information below to your students.

Morocco is located in Northern Africa, right across from the southern tip of Spain. Its income from tourism is about 10% of its annual revenue. Tourism also provides about 6% of total jobs in the country. The rest of the country’s income and employment comes from mining, fishing, farming, and manufacturing products.

Morocco: Directions Use these directions to guide your students through the process of visualizing how tourism affects Morocco. Make sure to show students which type of currency you are referring to. Ask 10 students holding the dirham to line up near the two chairs in the middle of the room. Tell the class:

 These 10 students represent the total population of Morocco, which is 34 million people. The money they are holding represents Morocco’s income for one year, known as its gross domestic product (GDP), which is 600 billion dirhams. Now call on one of the 10 students and say:

 You need to put your dirham down on the chair labeled “Lost money.” This represents the 60 billion dirhams Morocco would lose if tourists didn’t visit the country. Now call on one of the other 10 students and say:

 You need to stand next to the sign that says “Lost jobs.” You represent the more than 2 million people who would not have a job if tourism didn’t exist in Morocco.

Morocco: Discussion Now ask the following questions:

 How important is tourism to Morocco?  What do you think will happen to the country if tourism stops or decreases significantly? Give students a few minutes to discuss, and then tell them that Morocco did face a major decrease in tourism after 9/11 because people were nervous about traveling and after 2003, when Morocco dealt with a terrorist bombing of its own in the popular tourist city of Casablanca.

Tell these students to rejoin the circle.

The Republic of Malta: Description Read the information below to your students.

Malta is a country that is made up of three islands located in the Mediterranean Sea. It is located just off the southern tip of Italy. Tourism provides 27% of the total jobs in the country and accounts for 40% of the country’s income. The rest of Malta’s income and employment comes from farming, shipbuilding, and electronics manufacturing.

Malta: Directions Use these directions to guide your students through the process of visualizing how tourism affects Malta. Make sure to show students which type of currency you are referring to. Ask 10 students holding a euro to line up in the same way that the students representing Morocco did. Tell the class:

 The euro is the currency used in most European countries. These 10 students represent the total population of Malta, which is 403,000, and the money in their hands represents its total GDP, which is 4.8 billion euros. Now call on four students and tell them:

 You need to place your euro next to the “Lost money” sign, representing the 1.9 billion euros Malta would lose if tourists didn’t visit the country. Now call on three other students from the line and tell them:

 You need to stand next to the “Lost jobs” sign. You represent the more than 100,000 people who would not have a job if tourism didn’t exist in Malta.

Malta: Discussion Now ask the following questions:

 How important is tourism to Malta?  What do you think will happen to the country if tourism stops or decreases significantly? Give students a few minutes to discuss, and then tell them that Malta was also affected by 9/11. Tourists were so nervous about traveling that the number of people who visited Malta in the spring of 2002 fell by more than 30,000. This greatly affected the economy, which is still trying to recover.

Tell the students to gather their euros and return to the circle.

The Republic of Maldives: Description Read the information below to your students.

The Republic of Maldives is a country that consists of almost 2,000 islands. The country is located in the Indian Ocean, south of India. Tourism provides 83% of the total jobs in the country and accounts for 27% of its income. The rest of the country’s income and employment comes from manufacturing, real estate, fishing, construction, and farming.

Maldives: Directions Use these directions to guide your students through the process of visualizing how tourism affects the Maldives. Make sure to show students which type of currency you are referring to. Call on 10 students holding a rufiyaa to line up the same way that the students representing Malta did. Tell the class:

 These students represent the total population of the Maldives, which is 370,000 people (the size of most medium-sized cities in the United States), and the money in your hands represents its GDP, or 11.6 billion rufiyaa. Now call on three students and tell them:

 You need to put your rufiyaa next to the “Lost money” sign. This represents the more than 3 billion rufiyaa the Maldives would lose if tourists didn’t visit the country. Then call on the seven remaining students and tell them:

 You seven need to stand next to the “Lost jobs” sign. One of the students representing money lost needs to move over with you. The eight of you represent the 300,000 people who would not have a job if tourism didn’t exist in the Maldives.

Maldives: Discussion Now ask the following questions:

 How important is tourism to the Maldives?  What do you think will happen to the country if tourism stops or decreases significantly? Give students a few minutes to discuss, and then tell students that the Maldives were greatly affected by the 2004 tsunami, which killed thousands of people and destroyed homes and tourist attractions on many of the islands.

Teacher Resource 5.2 Handout: Foreign Currency

Make enough copies of this resource to provide one currency type per student. Cut out the currency on the lines below.

Morocco: Dirhams

Malta: European Euros

The Maldives: Rufiyaa

Teacher Resource 5.3 Assessment Criteria: Economic Impact Scavenger Hunt

Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The assignment includes summaries of at least 10 articles, press releases, or examples of tourism’s □ □ □ economic impact at the local, national, and international levels.

The summaries reflect a wide range of topics and perspectives on tourism and the economy. □ □ □

The summaries are clear and demonstrate understanding of the impact of tourism on the economy. □ □ □

The assignment is neat and uses correct spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 5.4 Key Vocabulary: Economic Impact of Tourism

Term Definition

annual income Yearly earnings.

dirham The form of money used in Morocco.

euro The form of money used in most European countries, including Malta.

gross domestic product The total monetary value of all the goods and services produced in a (GDP) country.

population The total number of people who live in an area.

revenue Income or earnings.

rufiyaa The form of money used in the Maldives.

statistics Facts, usually in the form of numbers.

tsunami One or a series of huge sea waves caused by earthquakes, volcanoes, or landslides.

Teacher Resource 5.5 Bibliography: Economic Impact of Tourism

Online Badcock, James. “Morocco’s Tentative Tap-Dance with Terrorism.” Daily Star, June 26, 2004, Worldpress.org, http://www.worldpress.org/Africa/1887.cfm (accessed February 6, 2016). “California.” US Census Bureau: State & County QuickFacts, http://quickfacts.census.gov/qfd/states/06000.html (accessed February 6, 2016). “Malta Description.” WorldAtlas.com, http://www.worldatlas.com/webimage/countrys/europe/mt.htm (accessed February 6, 2016). “Morocco.” World Economic Forum, http://www3.weforum.org/docs/TTCR/2013/Morocco.pdf (accessed February 6, 2016). Stynes, Daniel J. “Economic Impacts of Tourism.” Michigan State University, www.msu.edu/course/prr/840/econimpact/pdf/ecimpvol1.pdf (accessed February 6, 2016). “The World Factbook: Malta.” Central Intelligence Agency, https://www.cia.gov/library/publications/the- world-factbook/geos/mt.html (accessed February 6, 2016).

Student Resources

Resource Description

Student Resource 5.1 Reading: Economic Impact of Tourism

Student Resource 5.2 Assignment: Economic Impact Scavenger Hunt

Student Resource 5.1 Reading: Economic Impact of Tourism

Imagine visiting the sleepy, little port town of Skagway, Alaska, population 1,000. They call it the Gateway to the Klondike, where Gold Rush hopefuls of the 1890s passed through. It’s like walking back in time to the Old West with all the wooden sidewalks and false wooden fronts on the buildings. There usually aren’t a lot of people around, and many of the shops don’t open until noon. Why’s that? What happens at noon? A giant cruise ship is scheduled to dock. Within the hour, the town is bustling with thousands of people, all hoping to get souvenirs and photos. Five hours later? Skagway goes back to being a sleepy town again…until the next cruise ship shows up. When we take a trip, we think about how it will benefit us—a chance to see a new place, to relax, or to have fun. But the other side of tourism is how it impacts and can benefit the places and people we visit. Some cities and towns rely on the tourism industry to survive. In this way, the economic impact of tourism is very important.

Tourism plays a role in local economies Tourism is a part of many cities’ economy, and for some cities, regions, or states, tourism may be one of the largest parts of their economy. It is important for people to be able to identify how big of a role tourism plays in a local economy. Some key roles are:  Tourists spending money in the community  Local businesses employing lots of people from the community  Successful tourist businesses paying taxes, providing money for the government Economic Impact Analysis reports So how do you figure out how tourism affects a certain area? There are many different types of consultants and analysts who create reports for towns, cities, states, and regions who are considering changes to their tourism industry. The most important report is called an economic impact analysis. In general, an economic impact analysis tries to answer one or more of the following questions:  How much do tourists currently spend in the area? How much could change increase this spending?  What is their average length of stay? How many people are in their group?  What portion of sales by local businesses is due to tourism?  How much income does tourism generate for households and businesses in the area?  How many jobs in the area does tourism support? What kinds of jobs? How much do they pay?  How much tax revenue is generated from tourism? These reports give vital information that can help governing bodies make decisions on policies, and even help them decide what to invest in and how much. Here are some scenarios that would require an economic impact analysis:  The US government passes a law about the type of documentation people need to cross the border between the United States and Canada, requiring additional documentation. This will affect border communities that usually have a large number of Canadian visitors. If those border communities want to file a complaint with to the government, they need to be able to show evidence that the new law is hurting their businesses—so they need to be able to show how many visitors they previously had and how many they have now.

 A local city council wants to change its tax code to bring in more money, or revenue. One option is to increase the tax rate on hotel rooms. The council will need to know how many hotel rooms are in the city and how much money they can expect to gain from this new tax. They would also need to think about whether the tax might raise hotel rates too high and drive away visitors. Then they will be able to decide if the new tax is a good idea.  A major hurricane devastates a Caribbean island whose economy is dependent on tourism. Other countries want to help, but they don’t know how much help the island needs. The island’s government has to provide specific information about how much money they are losing because of the decrease in tourism. If they can provide documented information, they are more likely to get other countries to lend them money or give them supplies to make up for what they’re losing.  A company wants to build a new resort on the outskirts of a small town, but the townspeople oppose the idea. If the company can provide evidence of how many jobs this resort will bring in, they will more likely to be able to convince the townspeople that it is a good idea to build the resort there. The townspeople may also want to know what kinds of jobs will be available: low-paying jobs like waiting tables or cleaning hotel rooms, or higher paying jobs in resort administration. Examples of economic impact analysis reports are available from the World Travel and Tourism Council (www.wttc.org). They provide reports and forecasts of the economic and employment impact of travel and tourism for more than 180 countries and 25 regions worldwide. So the next time you think about a tourist destination, try to imagine how the area would be without the tourists. Would it be better or worse off? Or perhaps, think about the opposite. Is there an area you can think of that would benefit from tourism? In either case, there is plenty of data to support that the hospitality industry is vital to many economies. Some places, like Skagway, Alaska, would just be tiny dots on the map!

Student Resource 5.2 Assignment: Economic Impact Scavenger Hunt

Student Names: Date:

Directions: Working as a group, you need to find at least 10 articles, press releases, or other examples of tourism’s impact on the local, national, and international economy. Use what you have learned in this lesson to help you think of possible examples. Below you will find suggestions for websites to use to obtain local, national, and international information. Complete the chart on the next page. Before you begin, read through all of the instructions in this resource, and read the assessment criteria at the end of the resource to make sure you understand how your work will be assessed.

Finding Local Information To locate information about your city, region, or state, try these resources:  Search for a convention and visitor’s bureau for your city or nearby cities (e.g., New Orleans Convention and Visitor’s Bureau).  Search for the chamber of commerce for your city or nearby cities (e.g., Oklahoma City Chamber of Commerce).  Search for a convention center for your city or nearby cities (e.g., Atlanta Convention Center).  Search for the name of a local tourist destination plus the word tourism (e.g., Lake Tahoe tourism or Napa Valley tourism).  Search for articles on the websites of major newspapers in your city or state.  Visit the tourism website for your state (http://www.usa.gov/Citizen/Topics/Travel-Tourism/State- Tourism.shtml).

Finding National and International Information To find national or international information, try these resources:  U.S. Travel Association (http://www.ustravel.org/)  American Hotel and Lodging Association (http://www.ahla.com/default.aspx)  Professional Convention Management Association (http://www.pcma.org)  National/international newspapers/news agencies/news channels (USA Today, Reuters, CNN, BBC, NBC, ABC, CBS)  World Travel and Tourism Council (http://www.wttc.org/)  United Nations World Tourism Organization (http://www2.unwto.org/)

Complete the chart that follows. Use the example as a guide.

Title of article and source Local, national, or Summary of article and impact on tourism international

“City Council Approves Plan Local The city council approved a plan for a new resort; for New Resort; Mayor the mayor says it will create 500 ongoing Cheers Massive Job hospitality jobs once the resort opens. Creation.”

City Daily News website: http://www.citydailynews.com

Title of article and source Local, national, or Summary of article and impact on tourism international

Make sure your assignment meets or exceeds the following assessment criteria:  The assignment includes summaries of at least 10 articles, press releases, or examples of tourism’s economic impact at the local, national, and international levels.  The summaries reflect a wide range of topics and perspectives on tourism and the economy.  The summaries are clear and demonstrate understanding of the impact of tourism on the economy.  The assignment is neat and uses correct spelling and grammar.

This lesson provides an in-depth look into lodging, a major sector within the hospitality and tourism industry. Students will identify different types of lodging, including the amenities they offer, their prices, and the kinds of travelers each appeals to. Students will also begin work on their culminating projects, in which they create a proposal for a vacation package designed for high school students, by selecting a destination, identifying green travel tips for that location, and recommending an appropriate accommodation. Advance Preparation  Prior to Class Period 1, make color copies of the photographs provided in Teacher Resource 6.2, Photos: Matching Travelers with Hotel Rooms. Print at least one copy of each photograph; if you have a large class, you may wish to print multiple copies of each photograph to avoid students crowding around the photos.  In Class Periods 2 through 7, students will need access to computers for Internet research (one student per computer). This project is written so that students can choose anywhere in the country to focus on, but if you need to print materials instead of using the Internet, it may be easier to restrict the projects to one state and have students pick destinations for their projects within that state. (Many states have a state convention and visitor’s website that offers brochures and other resources free of charge.)  Students will begin their culminating projects in this lesson. Decide how best to organize the students into groups (see Teacher Resource 6.3, Guide: Principles of Hospitality and Tourism Culminating Project); they will be working closely together over many weeks, so group formation is a key element of the project’s success. This lesson is expected to take 7 class periods.

Lesson Framework Learning Objectives Each student will:  Display understanding of the types of accommodations that make up the lodging sector*  Evaluate the best lodging choice for specific travelers  Explain how travelers’ needs, wants, and motivations guide their lodging selection*

 List appropriate green travel tips for a specific destination  Develop a business proposal on lodging for a high school vacation package *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Customize travel with diverse transportation, lodging, cruise, and food options (Common Career Technical Core 2012, HT-TT 7)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10)  Explain how and why people view places and regions differently as a function of their ideology, race, ethnicity, language, gender, age, religion, politics, social class, and economic status (National Geography Standards, 2nd ed. 2012, 6.1 A) Assessment

Assessment Product Means of Assessment

Business proposal for a high school vacation Rubric: Business Proposal (Teacher Resource 6.4) package (Student Resource 6.5)

Prerequisites  An understanding of the basic components of the lodging sector and its importance within the hospitality and tourism industry  Familiarity with theories of tourist motivation—Maslow’s hierarchy of needs, Pearce’s leisure ladder, and Plog’s model

Instructional Materials Teacher Resources  Teacher Resource 6.1, Presentation and Notes: The Wide World of Lodging (includes separate PowerPoint file)  Teacher Resource 6.2, Photos: Matching Travelers with Hotel Rooms  Teacher Resource 6.3, Guide: Principles of Hospitality and Tourism Culminating Project  Teacher Resource 6.4, Rubric: Business Proposal

 Teacher Resource 6.5, Guide: Business Proposal  Teacher Resource 6.6, Prompts: Learning Objective Reflection (separate PowerPoint slide)  Teacher Resource 6.7, Key Vocabulary: Lodging  Teacher Resource 6.8, Bibliography: Lodging Student Resources  Student Resource 6.1, Notes: Descriptions of Lodgings  Student Resource 6.2, Reading: The Wide World of Lodging  Student Resource 6.3, Reading: Culminating Project Launch Letter  Student Resource 6.4, Example: Business Proposal  Student Resource 6.5, Assignment: Business Proposal Equipment and Supplies  Blackboard, whiteboard, or flip chart  LCD projector and computer for PowerPoint presentation  Computers with Internet access (one for each student)  Chart paper  Markers

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Discussion: Comparing Lodgings To begin their study of lodging, students make predictions about hotel rooms and consider the different types of lodging available. To prepare for the PowerPoint presentation in the next activity, make notes to guide class discussion using Teacher Resource 6.1, Presentation Notes: The Wide World of Lodging. Also prior to class, make arrangements to print color copies of the photographs provided in Teacher Resource 6.2, Photos: Matching Travelers with Hotel Rooms. Print at least one copy of each photograph; if you have a large class, you may wish to print

Step Min. Activity

multiple copies of each photograph to avoid crowding around the photos. Print enough copies of the three traveler profiles to put next to each photo. Once the photos are printed, post them around the classroom along with the three traveler profiles. When class begins, point out the photographs. Explain that these are images of different hotel bedrooms. Show students the three profiles next to each photo. Ask students to circulate through the room, view each photograph, and read the profiles. As they view the photographs, ask students to answer the following questions in their notebook:  How would you describe this room? Write down a couple of words or phrases.  What do you think the rest of this hotel is like? What amenities or special features might this hotel have?  Do you think this room fits what any of the travelers in these profiles are looking for? Why or why not? Encourage students to guess and make their best predictions based on what they can judge from the hotel room images and traveler profiles. Ask them to return to their seats. Tell students to share their thoughts with a neighbor. Ask for a few volunteers to answer each of the questions. There will probably be a range of ideas about which traveler might stay in each hotel; encourage students to explain their reasoning. Next, ask students to think about which room is the most expensive. Point to each photo in turn and ask students to raise their hand if they chose it. Choose a few volunteers to explain why. Observe the similarities and differences between student responses. Explain to the students that Photo A is a luxury hotel room; Photo B is an economy, or budget, hotel room; and Photo C is a midrange hotel room. Let students know that they will be learning more about lodging throughout this lesson and encourage students to keep the images of those hotel rooms in mind as they complete the next activity.

2 30 Presentation: The Wide World of Lodging

This activity allows students to build on their observations of hotel rooms and their knowledge of consumer motivation via a presentation about different types of lodging. It also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 6.1, Presentation Notes: The Wide World of Lodging. Have Teacher Resource 6.1, Presentation: The Wide World of Lodging (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Review Student Resource 6.1, Notes: Descriptions of Lodgings, which provides a means for students to organize the material presented in the PowerPoint presentation. Instruct students to fill this sheet out individually as they view the presentation. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion.

Step Min. Activity

This presentation is duplicated as Student Resource 6.2, Reading: The Wide World of Lodging. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss the answers as a class. This student resource is also useful for review. After the presentation, tell students to review Student Resource 6.1 with a neighbor and have them compare their notes for completeness and accuracy. They can change their own answers if they think their partner’s is a better choice. You may want to gauge student understanding by assessing this assignment on a credit/no-credit basis.

CLASS PERIOD 2

3 30 Culminating Project Work: Launching the Project

Students begin work on their culminating project, including choosing a vacation destination for high school seniors and appropriate lodging, which will be presented in a written business proposal.

Before class begins, review Teacher Resource 6.3, Guide: Principles of Hospitality and Tourism Culminating Project, to familiarize yourself with the culminating project for this course. Also take this opportunity to divide the class into project groups of approximately four students each. Think carefully about creating groups that will be successful at developing this project over the course of many weeks. Introduce students to the project by telling them that the Senior Class Trip Committee is interested in involving students in the choosing and planning of the senior class trip. They have asked your class to submit detailed proposals for trips that they think would appeal to the high school seniors. (If your school does not have a Senior Class Trip Committee that would be interested in participating in this project by reviewing the students’ proposals, be sure to explain that the request is hypothetical, for purposes of the project only.) Read aloud Student Resource 6.3, Reading: Culminating Project Launch Letter. Refer students to their own copy of Student Resource 6.3 to help them remember the details. Note: If your students will not be able to conduct research via the Internet for this project, consider choosing one state and having students choose destinations within that state. You will need to provide students with a wealth of resources, and it will be much easier to do so for one state than for many. Make sure that students understand what per person means. If you are restricting destination choices to a particular state, you can give students a ballpark budget to work with. This will not be possible if students can choose a destination anywhere in the United States. Assign each student to a computer. Give students time to begin working on the assignment. Tell students that for now they will focus on the first two steps: 1. Choosing a suitable destination 2. Choosing appropriate lodging Refer students to Student Resource 6.4, Example: Business Proposal. Explain that the example is for a destination in Canada, but they will be choosing a destination in the

Step Min. Activity

United States. Next, review Student Resource 6.5, Assignment: Business Proposal, with the students and answer any questions. Explain that each student will use his or her own copy of this resource to complete each step. Before getting started, tell students to choose which member’s resource will serve as the master copy for their group but that all students’ work will be assessed. If students have Internet access, another option is to have them use a cloud-based application like Google Docs to upload, edit, and review documents as a group.

4 20 Culminating Project Work: Choosing a Destination

Students complete the first step of their project by choosing a destination. Once students have had a chance to come up with some ideas for a destination, ask them to compare ideas with their project group mates. They can show each other websites about their destinations to make their case. Check in with each group to offer advice and ensure that students have reached consensus on a good choice. If students need more time to make their choices, for homework tell them to keep thinking about where the senior class might really like to go. They will need to make their final decision by the next class period.

CLASS PERIOD 3

5 20 Culminating Project Work: Reviewing an Example Business Proposal Students thoroughly examine an example of a business proposal in preparation for writing their own.

Tell students that Student Resource 6.4, Example: Business Proposal, shows them how to structure and format their own culminating project proposals. Note that it is designed to make all of the important details easy for the Senior Class Trip Committee to locate and understand. You may also wish to point out that this example proposal focuses on a destination in Canada, whereas the students’ own work will focus on a destination within the United States. First, instruct students to read it on their own. As they do so, post three sheets of chart paper at the front of the room. One sheet should read, “The parts of a business proposal are….” The next sheet should read “In order to complete the proposal, we need to know….” The last sheet should read, “One question we have about the proposal is….” Give each project group a different colored marker. Each time the group agrees on identifying a part of the proposal, something they need to know, or a question they have, they should write it down on the relevant chart paper. Review each sheet of chart paper as a class, beginning with the parts of a business proposal. As the class identifies each part, ask students to label the appropriate part on their example (Student Resource 6.4). Next, review the information students need to know, and encourage students to take notes in their notebook. Finally, answer students’ questions. Let students know that before they begin working on their assignment they will review

Step Min. Activity

the rubric. Between the example and the rubric, they should have a very clear idea of what this assignment needs to look like.

6 15 Culminating Project Work: Reviewing the Rubric Students review the rubric to develop a clear sense of expectations for this assignment before beginning their work.

Distribute Teacher Resource 6.4, Rubric: Business Proposal. Explain that this is how the assignment will be assessed. In their project groups, ask students to read over the rubric and identify anything that is confusing to them. Allow students approximately five minutes to review the rubric. Then call on each group to paraphrase the Exemplary section of one of the rubric rows to ensure that everyone understands what he or she needs to do. Answer any questions. Tell students that now that they have a clear understanding of the assignment, it’s time to get to work.

7 15 Culminating Project Work: Business Proposal Research

Students research their chosen destination as well as the lodgings available at that location. This activity focuses on the following college and career skills:  Utilizing time efficiently when managing complex tasks

 Prioritizing and completing tasks without direct oversight To prepare for this part of the assignment, see Teacher Resource 6.5, Guide: Business Proposal, for more information. Explain to students that they will have the rest of this class period to begin their research. Identify any computers or other research materials students will be able to use. Tell students that they will continue their research in the next class period.

CLASS PERIOD 4

8 25 Culminating Project Work: Business Proposal Research (Continued)

Students continue to research their chosen destination as well as the lodgings available at that location. Instruct students to continue the research they began in the previous class period. Identify any computers or other research materials students will be able to use.

Step Min. Activity

9 10 Culminating Project Work: Status Check Students take a brief opportunity to share how their project work is progressing. Ask groups to share how their work is progressing, using one or more of the following prompts:  Right now, we are working on….  We found a lot of information on….  One good source of information is because….  We have a question about….  We are having a hard time with…. Encourage students to pay attention to each other’s comments, make note of good tips or research sources, and make suggestions that might help other groups.

10 15 Culminating Project Work: Business Proposal Research and Writing

Students continue working on their business proposal assignment. Let students know that they will need to complete their research and begin writing their proposal by the next class period. If they still have a lot of research to do, they should complete it for homework. Once all the research is done, students should use the chart included in Step 5 of Student Resource 6.5 to help them divide up the writing.

CLASS PERIOD 5

11 50 Culminating Project Work: Writing the Business Proposal

Students divide up the assignment and write a rough draft of their proposal. This activity focuses on the following college and career skill:  Demonstrating the ability to write effectively At the start of class, make sure each group has completed Step 5 of Student Resource 6.5, which asks them to divide up the written portion of the assignment. Ask each group to state which group member is in charge of which portion of the assignment. Once they do so, each student is ready to write a rough draft of their section of the assignment. Remind them to look at the rubric and at Student Resource 6.4, Example: Business Proposal, to help them craft a good proposal. If students have access to computers, encourage them to email their draft to one group member or save their draft on a portable hard drive. Alternatively, have each group show you how they are using Google docs or the online system of your choice to work on their assignment. Let students know that if they have not yet done so they will be combining their drafts at the start of the next class period.

CLASS PERIOD 6

Step Min. Activity

12 30 Culminating Project Work: Completing the Business Proposal

Students combine their individually written sections of the proposal into one complete version. Give students time to combine their individual sections into one draft and to write their conclusion. Remind students to use the rubric and example to guide their work.

13 20 Culminating Project Work: Peer Feedback and Discussion In this activity, students learn how to use peer feedback to improve their rough drafts. This activity also focuses on the following college and career skills:  Working effectively with a diversity of individuals and perspectives  Demonstrating the ability to speak effectively  Demonstrating the ability to listen effectively Pair up the groups and ask them to briefly present their information to the students in the other group. Students listening should provide feedback to the group presenting using one or more of the following prompts:  Your descriptions of the destination and the lodging are persuasive because….  I have a question about….  I think you could include more information about….  I was confused by…. Encourage students to make revisions to their assignment based on their peer feedback. Tell students that they will have the beginning of the next class period to create their final draft.

CLASS PERIOD 7

14 25 Culminating Project Work: Completing the Business Proposal

Students use the feedback they received to revise their draft and develop a final version of their business proposal. Give students about half of this class period to complete the final draft of their business proposal. If they are not ready to hand them in, give students a due date. When the assignments are complete, collect and assess them using Teacher Resource 6.4, Rubric: Business Proposal.

15 25 Reflection: Key Learning Objective

Students reflect on whether they met a specific learning objective for this lesson. Prior to class, prepare to project Teacher Resource 6.6, Prompts: Learning Objective Reflection (separate PowerPoint slide), during this activity. Note: If your students need more practice and guidance with reflection, return to

Step Min. Activity

Teacher Resource 3.8 in Lesson 3. Write the following learning objective on the board:  Develop a business proposal on lodging for a high school vacation package Project Teacher Resource 6.6, Prompts: Learning Objective Reflection. Tell students to choose one of the prompts and think about it in connection with the learning objective on the board. They should then write their reflection in their notebook. Give students a few minutes to write down their thoughts. Ask for a show of hands to see who chose the first prompt. Place these students in pairs or triads to compare their reflections. Do the same for each of the other prompts. Their task is to choose the reflection that is most complete, on topic, and thoughtful. Ask a member of each group to share the reflection that the group feels best fits these criteria. Generate a brief class discussion to help students develop their metacognitive skills. Complete this activity by reminding students that this type of practice will help them when they have to complete professional self-evaluations in their internships or jobs. If your students are participating in NAFTrack Certification, it also prepares them for the reflection component of the culminating project.

Extensions Content Enrichment  Have students design and conduct an informal survey of friends, peers, classmates, teachers, neighbors, and family to determine factors that influence traveler selection of lodgings, and then ask them to present their findings to the class.  Have students visit and tour two local lodging venues to compare rooms, amenities, price, and location. If possible, have them take photos or bring back brochures of each venue. Then have them present their findings in a report.  Ask students to research novelty lodgings, such as tree house hotels, cave lodges, and ice hotels What kind of traveler is attracted to these? Where are they located, and how do they work? Have students present their findings to the class. STEM Integration  Math: Have students create a pricing survey of at least five different lodging options for the destination they chose for their culminating projects. The survey will compare available student discounts, cost of a five-night stay, and cost of amenities such as telephone, minibar, and movies. Have students present their surveys and decide which option is the most cost-effective.  Technology: Tell students to compare the sections on hotels on travel websites such as Expedia and Travelocity; alternatively, have students view the websites of big hotel chains such as Marriott or Hilton. If they compare prices of hotels on different days of the week, what do they find? What sorts of special deals do the sites offer? Is one site easier to navigate to find information about hotels than the other? Ask students to choose one question to pursue and present their findings to their classmates.

 Technology: Ask students to speculate on whether they think hotels are making or losing money as a current trend, and why. Is Airbnb affecting hotels profits? Then show them this video, stopping frequently to explain unfamiliar terms and answer questions: https://www.youtube.com/watch?v=OtV8qDm96zo. If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see www.keepvid.com) or a similar program. Additional Cross-Curricular Ideas  History: Have students choose one type of lodging and study its history. Have them present their research in a poster, highlighting changes in this lodging type during the past 100 years.

Teacher Resources

Resource Description

Teacher Resource 6.1 Presentation and Notes: The Wide World of Lodging (includes separate PowerPoint file)

Teacher Resource 6.2 Photos: Matching Travelers with Hotel Rooms

Teacher Resource 6.3 Guide: Principles of Hospitality and Tourism Culminating Project

Teacher Resource 6.4 Rubric: Business Proposal

Teacher Resource 6.5 Guide: Business Proposal

Teacher Resource 6.6 Prompts: Learning Objective Reflection (separate PowerPoint slide)

Teacher Resource 6.7 Key Vocabulary: Lodging

Teacher Resource 6.8 Bibliography: Lodging

Teacher Resource 6.1 Presentation Notes: The Wide World of Lodging

Presentation notes

A lodging is somewhere to sleep or to stay for a short time, such as on a vacation or a business trip. It is an accommodation for leisure or business travelers. Hotels make up the largest category within the lodging industry. There are several types of hotels, including luxury hotels, resort hotels, full-service hotels, extended-stay hotels, and limited-service hotels. Hotels can be categorized by their price range or by where they are located, including airport hotels, which are near the airport, and highway hotels, which are located right off a highway exit. Another name for a highway hotel is a motel, which is a combination of the words motor and hotel. Peer to peer property rentals like Airbnb and FlipKey have given travelers more options for overnight lodging. Lodgings can be extremely unusual. In Sweden and other countries with long cold winters, you can stay in a hotel made entirely of ice and snow. There are tree house hotels, cave hotels, and yurt hotels, which are like very fancy dome tents.

Presentation notes

Luxury hotels offer guests the most modern, expensive amenities available, including large bathrooms with expensive soaps and jetted tubs, sitting areas with comfortable couches and state-of-the-art television equipment, and bedrooms with the finest linens and best views. Luxury hotels also offer guests swimming pools, beauty salons, gift boutiques, game rooms, daily housekeeping, 24-hour room service, wedding and banquet services, and rooms for meetings or other events. They also have dining options for breakfast, lunch, and dinner, as well as additional food services.

Presentation notes

Resort hotels are very similar to luxury hotels, except they also offer easy access to additional amenities such as ski slopes, golf courses, amusement parks, beaches, or spas. Another type of resort hotel is a casino in which guests have access to gaming and betting rooms. Luxury and resort hotels are often the most expensive. They offer the complete vacation experience—you may never leave the hotel grounds during your whole vacation, because every activity or amenity you could want is there at your fingertips. All-inclusive resorts can also be very cost-effective since all meals and drinks are included in the package. Knowing what the total cost of the trip will be ahead of time can make these types of resorts appealing to families or students.

Presentation notes

Full-service hotels are a step down from luxury hotels. They still offer many amenities, but they aren’t as fancy. Guests at full-service hotels typically enjoy restaurants or coffee bars inside the hotel, housekeeping, laundry services, and swimming pools or fitness rooms. Rooms are usually smaller than those in luxury hotels. Full- service hotels may also be referred to as midrange because they are in the middle of the price range. Some full-service hotels specifically target businesspeople on short hops, or trips. These hotels may emphasize their business-friendly features, which may include in-room wireless or Internet access or a business center with copy machines, fax machines, and printers. Many of these types of hotels also have the ability to hold small conferences or events within their own hotel—they have ballrooms and meeting rooms. This is another way that they target businesspeople, as they can attend their meeting or trade show in the hotel without having to arrange for transportation to an event at another venue.

Presentation notes

Extended-stay hotels are designed for people who have to stay for weeks or even months. These guests might be business travelers on a long trip, people who are moving to a new town, or people who have had to move out of their home temporarily. Sometimes families on vacation stay at this kind of hotel. These hotel rooms usually include a full kitchen with a refrigerator, a stove or a microwave, and all the kitchen utensils—pots and pans, plates, glasses, silverware—you need to cook your own meals. The rooms also typically include a living room area and/or a desk and office space, and some extended-stay hotels are pet friendly, so Fido and Fluffy can stay, too. Extended-stay hotels are usually less expensive than full-service or luxury hotels.

Presentation notes

Limited-service hotels may offer continental breakfast, which includes cereal, juice, toast, muffins, and fruit. They have housekeeping service, newspaper service, and vending machines. They sometimes offer Internet access and swimming pools. Highway hotels, or motels, are often limited-service hotels. Limited-service hotels may also be referred to as economy or budget lodging because they are the least expensive option. For a guest who just needs a bed for the night, or for the traveler who doesn’t plan to spend much time in the room, a limited- service hotel may be the perfect answer.

Presentation notes

Most lodging businesses take down your billing information when you check in and bill you when you check out. You can usually arrive to check in during the afternoon and check out before late morning of the day you want to leave. This gives housekeeping time to clean your room and prepare it for the next guest. During checkout, the guest receives a bill, or folio. The more services guests use during their stay, the higher the bill will be. For example, on the bill above, the couple ate some candy bars from the minibar in their room. A minibar is a small refrigerator that some hotels have in the room, full of drinks and snacks that you can buy. The couple also paid to watch movies at night. Many hotels require a deposit for incidents upon check-in. This could cover minibar charges, rented movies, in-room dining charges, or charges in case of any damage done in the room. Different rooms in the same hotel have different prices. Rooms that are larger or have two beds, bigger beds, great views, or luxurious furnishings (such as leather couches, jetted hot tubs, or balconies) cost more. Most guests request rooms based on how many beds they need. Rooms can cost anywhere from less than $50 to more than $10,000 per night, depending on the hotel and location. Also, many cities charge a Transient Occupancy Tax (TOT)—a tax on the hotel bed, essentially. These taxes can be as high as 20%, and that is added on to the price of the hotel room. Some cities charge a tourism development tax; resorts may also include a resort fee. These fees are usually lower in city centers.

Presentation notes

Many travelers look at ratings from the American Automobile Association (AAA) before making travel choices. AAA sends inspectors to rate lodging businesses every year. They look at television size and soap quality, count how many hangers are in closets, and record whether there are swimming pools, fitness rooms, and more. They also monitor the service of the lodging employees. AAA rates lodging businesses using its diamond system. Five diamonds is top of the line, the height of luxury and expense. One diamond is for the most basic lodging that is still a good place to stay. Another well-known lodging rating system is the Forbes Travel Guide (formerly known as Mobil Travel Guide), which rates lodging options by stars instead of diamonds. Although its rating system is similar to AAA, many believe it is slightly stricter. Hotels are inspected once every 18 months for acceptable price range in accordance with quality of food, décor, amenities, services, and so on. When you hear someone say they stayed at a four-star hotel, they are talking about Forbes’s rating system. Most of the world uses the star system in their hotel ratings. Websites like TripAdvisor, Yelp, Expedia, Travelocity, and Hotwire have their own rating systems that are not a part of either Forbes or AAA.

Presentation notes

Bed and breakfasts are usually smaller and family owned. They are often houses that have been converted into inns. Innkeepers are often couples who enjoy hosting guests in their home. In North America, bed and breakfasts are usually located in areas of high amenity, or places of considerable tourist interest, and are often housed in converted historic homes. Rooms and amenities are often very similar to people’s own homes. Rooms often include personal touches such as flower arrangements, handmade quilts, and cozy fireplaces. In some bed and breakfasts, there may not be a television or even a phone in each room. B&Bs, as they are called, offer other activities, such as a library of books and board games that guests can borrow. Many B&Bs keep a room journal, where guests can write a note to the innkeepers and to fellow guests. It can be fascinating to read about the other people who have stayed in your room. The most unique part of bed and breakfasts (and where they get their name) is that innkeepers cook breakfast for all the guests every morning. This often includes eggs, bacon, toast, pancakes, waffles, and more. Guests usually eat breakfast together (although some places will deliver breakfast to guests in their rooms). This can be a terrific opportunity to learn about other guests’ experiences and get some inside information about the best places to eat, explore, or visit in this community. Services like Airbnb and FlipKey offer similar experiences to a traditional bed and breakfast. While you do not get breakfast or other meals, renting a room in someone’s house does allow for greater interaction than staying in a hotel.

Presentation notes

Hostels appeal to travelers on a tight budget because their prices are so reasonable. Most major US cities have them, but hostels are even more popular in other countries. In Australia and New Zealand, hostels are known as back packers. In hostels, travelers often sleep in bunk beds with up to 15 other people in a room. They also share bathrooms and have shared spaces such as a reading room, Internet area, and kitchen where you can cook your own meals. Some hostels have separate sections for men and women. Hostels frequently have guidelines to follow: for example, they might set a curfew, and all guests must be inside by that time. Many hostels shut their doors during the day, so you’ll have to carry your luggage with you. Sometimes the hostel offers lockers where you can store your bags. You can meet people from all over the world at hostels. They often host activities such as local tours to help guests get acquainted. Hostels attract young people like college students traveling on their summer break. Another type of student lodging is a pensione, a family- owned guest house, kind of like an American bed and breakfast and commonly found in European countries like Spain, Italy, and France. Pensiones might offer special rates for guests staying longer than a week. Pensiones and hostels can be housed in unusual buildings, like a lighthouse, a castle, a barn, or a historic private home. They offer travelers a unique insight into life in another country.

Presentation notes

RV parks and campgrounds are designed for people who are traveling in a recreational vehicle (RV) or who are camping in a tent. Campgrounds often offer toilets, showers, water, barbeque pits, and a safe place to camp. They cost less than most other lodging options, but they offer only basic services. In some instances, however, RV “resorts” offer many amenities, such as mini-golf, game rooms, and beaches. Generally, your amenities will depend on what you bring with you—what your RV provides or what kind of camping equipment you own. These types of trips are also very affected by the weather, especially camping. However, in the summer months, or in parts of the country or world where the weather is mild, RV-ing or camping can provide a great opportunity to travel for long periods of time and enjoy the natural resources of the area for limited cost. People who love the outdoors or enjoy outdoor activities like hunting, fishing, or hiking, find camping or RV-ing a great way to spend their vacations.

Presentation notes

The place you spend the night is a key aspect of any travel experience, whether you’re only spending the night or a whole week. A pleasant stay in a nice hotel, even if it isn’t fancy, leaves you with a good memory of your trip. An unpleasant experience can turn a trip into a nightmare. For example, say you and your mom have been in the car all day, on your way to check out a college that you’re thinking of applying to. When you arrive at the hotel where you reserved a room, you’re tired and hungry. You have to wait a really long time for the receptionist to come to the counter and check you in. When you get to your room, you can’t get the air conditioner to turn off and the room is too cold. The bed is lumpy, the springs in the mattress creak, and there aren’t enough blankets. You can clearly hear the people in the next room watching TV until 2 a.m. In the morning you are totally exhausted and cranky. You don’t even feel like checking the college out any more. Or, the receptionist is ready for you and friendly; she tells you where the nearest restaurant is. Your room is clean and quiet; there’s nice shampoo in the bathroom and lots of channels for free on the TV. The alarm clock works. The beds are comfortable. When you wake up you are refreshed and ready to make a good impression when you visit the college. So, before you choose a place to spend the night, do some homework. Look online for customer reviews; see if the lodging has received a rating; look at its website. You’ll be glad you made the effort!

Teacher Resource 6.2 Photos: Matching Travelers with Hotel Rooms

Traveler #1 Dr. Helena Chow is a specialist in infectious disease. She travels to remote areas of the world to treat people who have little or no access to medical care. Dr. Chow needs a hotel room in a small village in Haiti. She will stay there while she treats sick children who have lost their homes in a huge earthquake.

Traveler #2 Hector Alvarez is the mayor of a city in Portugal, where he has reformed local government and built a new elementary school. He has become a legend in many cities in Europe. He has been invited to a city in Bulgaria as a special guest of the mayor. The politicians of the city want to treat Hector Alvarez like royalty and get his advice on how to help them with their problems.

Traveler #3 Olga Nikolayev is a talent scout for a new clothing brand. She travels all over the world meeting with fashion designers who hope to impress her and design clothes for the new brand. She spends a lot of time in hotels; she expects them to be comfortable and modern.

Photo A

Photo B

Photo C

Teacher Resource 6.3 Guide: Principles of Hospitality and Tourism Culminating Project

Project Overview In this project, students apply the basic concepts and tools of the hospitality and tourism industry to create a comprehensive proposal for a vacation package that would appeal to high school students. The driving question for the project is, “How can we design an appealing all-inclusive vacation package that is targeted to high school students ?” The students work cooperatively in groups of four. Each group chooses a different destination in the United States that they believe would appeal to their target demographic. Over the course of this project, students produce the following pieces that will make up their complete proposal:  A business proposal that introduces their destination, offers green travel tips, and makes lodging recommendations (Student Resource 6.5)  A plan for a special meal (Student Resource 7.3)  A finalized itinerary detailing the entire trip: transportation, lodging, activities, safety tips, and costs (Student Resources 8.2, 8.3, and 11.4)  A promotion plan (Student Resource 12.2)  A promotional brochure (based on Student Resource 12.3) Assessment There are two main assessments for the project:  The final pieces that make up each complete proposal are assessed as a single collection, using a rubric for the student group.  The final presentation of each proposal is assessed using a rubric for the student group. Rubrics are provided in Lessons 14 and 15 for the proposal and in Lesson 16 for the presentation.

Advance Preparation In addition, you will need to decide whether you will hold the final presentations in your classroom or in another space, such as an auditorium or a conference room. Book the date and time well in advance of the event. You can also schedule to have the presentations videotaped. More information on that is available in Lesson 16.

Teacher Resource 6.4 Rubric: Business Proposal

Student Names:______Date:______

Exemplary Solid Developing Needs Attention

Comprehension All content is accurate Most of the content Content shows some Much of the content is of Subject and complete and is accurate and flaws and omissions inaccurate and Matter communicates a shows mastery of and illustrates only confusing and complete understanding the topic. partial knowledge of communicates very of the topic. the topic. little understanding of

the topic.

Evidence, All of the evidence and Many of the At least one piece of Evidence and Examples, and examples (facts, examples and evidence or one examples are not Explanations statistics, and real-life pieces of evidence example is relevant relevant and/or are experiences) are are specific and and has an explanation not explained. specific and relevant. relevant. that shows how it Explanations show how Explanations try to supports the author’s each piece of evidence show how each position. supports the author’s piece of evidence position. supports the author’s position.

Required Required format and all Required format and Format does not meet Format is completely Format and elements are included in all elements are the assignment different from the Elements the assignment. Some included in the specifications, and one assignment additional elements are assignment. or two of the required specifications, and included to enhance the elements are missing. more than two assignment. elements are missing.

Group Work All of the group All of the group Most of the group Some of the group members participated members members participated, members did not completely and participated completing most of the participate, causing enthusiastically, completely, meeting requirements for the the group to miss exceeding expectations all of the assignment tasks. some of the for the assignment requirements for the requirements for the tasks. assignment tasks. assignment tasks.

Mechanics No grammatical, Few grammatical, Some grammatical, Many grammatical, spelling, or punctuation spelling, or spelling, or punctuation spelling, or errors. All sentences are punctuation errors. errors. Most sentences punctuation errors. well constructed and Most sentences are are well constructed, Most sentences are vary in structure. well constructed, with little variation in poorly constructed. with some variation sentence structure. in sentence structure.

Teacher Resource 6.5 Guide: Business Proposal

This information will help you prepare for the business proposal. You may want to share some of this information with the students before they begin.

In this lesson, students will research their business proposals, choosing a destination within the United States that is suitable for high school students and researching available lodgings. This assignment will be assessed using criteria listed in Teacher Resource 6.4, Rubric: Business Proposal. It may be helpful to maintain an ongoing list of good websites that are specific to this project. As with all elements of this project, Internet research will be the most effective. If Internet access is not available, students will need print materials (or printed versions of Internet materials) to do their research.

Completing a Business Proposal To complete the first part of their culminating projects (remember that students will continue to conduct research and add to their projects during the rest of the course), students will complete three steps:

1. Research possible destinations for a high school vacation and choose one.

2. Research green travel tips and available lodgings that are appropriate for that location and for high school students.

3. Write the proposal, which explains why that destination is a good choice, provides green travel tips for that location, identifies a lodging option, and explains why they chose it. The easiest and most effective way to find this information is to search online, so it is strongly recommended that students use the Internet for their search. If that is impossible, teachers may assign this research as a long-term homework assignment or print research material for the students to use in class.

Where to Look for This Information Students can begin by searching for popular destination sites online through the local visitors bureau or the chamber of commerce of their destination city, or in travel books, newspapers, and magazines. Once they select a destination, they can conduct research using the same resources. Travel websites such as Expedia, Travelocity, Orbitz, Lonely Planet, STATravel.com, TripAdvisor, or Hotels.com may also prove useful. Encourage students to contact visitors bureaus so that they can obtain brochures and other written information to help them with their project. Finding available lodgings might be more difficult. While most travel books will list several places to stay, looking on www.yellowpages.com, http://www.superpages.com, or other online business directories might provide a more inclusive list. Encourage students to choose an accommodation option that has a website. This will make researching the lodging business (such as identifying amenities and cost) easier. Students will also need to include some green travel tips in their proposal. A list of appropriate websites is provided for them in Student Resource 6.5, Assignment: Business Proposal.

Teacher Resource 6.7 Key Vocabulary: Lodging

Term Definition

continental Morning meal served at some hotels; typically includes cereal, toast, juice, and fruit breakfast and originally referred to a European style of choosing breakfast foods.

guidebook A resource to help travelers plan vacations and choose hospitality and tourism businesses.

hostel A lodging option designed for budget-conscious travelers, frequently students; typically less expensive, dorm-type settings.

hotel The most common type of lodging; ranges from limited service to luxury, and also can include casinos, resorts, and convention centers.

inn Another name for a bed and breakfast or a small hotel.

innkeepers The people who own or manage a bed and breakfast or small hotel.

minibar A small refrigerator in a hotel room; typically stocked with a range of beverages and snacks.

motel Another name for a highway hotel or roadside hotel. The name is derived from the words motor and hotel.

price range The least expensive option to the most expensive option.

rating A measure of quality, usually expressed in numbers or stars.

resort A lodging option that also offers access to spas, the ocean, ski hills, golf courses, and so forth.

Teacher Resource 6.8 Bibliography: Lodging

Online “Awards.” Travel + Leisure, http://www.travelandleisure.com/travel-awards/ (accessed February 9, 2016). “Calgary Travel Itineraries.” Visit Calgary, http://www.visitcalgary.com/maps-tools/itineraries (accessed February 9, 2016). Crislip, Kathleen. “Travel Guidebooks for Budget Travelers.” About.com: Student Travel, http://studenttravel.about.com/od/travelbooksandguides/a/budgetbooks.htm (accessed February 9, 2016). Daily, Laura. “Understanding Hotel Ratings.” Via: AAA Traveler’s Companion, September/October 2004, http://www.viamagazine.com/travel-tips/making-sense-hotel-ratings (accessed February 9, 2016). “Frommer’s Favorite Experiences.” Frommer’s, http://www.frommers.com/destinations/london/666711 (accessed February 14, 2014). “Glossary.” STR Global, http://strglobal.com/resources/glossary/en-gb (accessed February 9, 2016). “Green Travel: How Green Are Your Travels?” Green Hotels Association, http://greenhotels.com/grntrav.php (accessed February 9, 2016). “Green Travel 101.” Go Green Travel Green, http://gogreentravelgreen.com/green-travel-101/ (accessed February 9, 2016). “Hotel Ratings.” STA Travel, http://www.statravel.com/cps/rde/xchg/us_division_web_live/hs.xsl/hotel- ratings.htm (accessed February 9, 2016). “Lodging Managers.” US Department of Labor: Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/ooh/management/lodging-managers.htm#tab-1 (accessed February 9, 2016). Schlichter, Sarah. “Green Travel Tips.” MSNBC.com, http://www.msnbc.msn.com/id/18079740/ (accessed February 9, 2016).

Student Resources

Resource Description

Student Resource 6.1 Notes: Descriptions of Lodgings

Student Resource 6.2 Reading: The Wide World of Lodging

Student Resource 6.3 Reading: Culminating Project Launch Letter

Student Resource 6.4 Example: Business Proposal

Student Resource 6.5 Assignment: Business Proposal

Student Resource 6.1 Notes: Descriptions of Lodgings

Student Name:______Date:

Directions: Use the information provided in the presentation, The Wide World of Lodging, to help you describe each type of lodging in the table below.

Type of Lodging Characteristics Travelers Who Would Choose This Lodging

Luxury hotel

Resort hotel

Full-service hotel

Extended-stay hotel

Type of Lodging Characteristics Travelers Who Would Choose This Lodging

Limited-service or budget hotel

Bed and breakfast

Hostel

RV park and campground

You also learned about hotel bills in this presentation. What does TOT mean on a hotel bill?

What does it mean if a hotel receives a rating of three diamonds?

Student Resource 6.2 Reading: The Wide World of Lodging

Full-service hotels are a step down from luxury hotels. They still offer many amenities, but they aren’t as fancy. Guests at full-service hotels typically enjoy restaurants or coffee bars inside the hotel, housekeeping, laundry services, and swimming pools or fitness rooms. Rooms are usually smaller than those in luxury hotels. Full-service hotels may also be referred to as midrange because they are in the middle of the price range. Some full-service hotels specifically target businesspeople on short hops, or trips. These hotels may emphasize their business-friendly features, which may include in-room wireless or Internet access or a business center with copy machines, fax machines, and printers. Many of these types of hotels also have the ability to hold small conferences or events within their own hotel—they have ballrooms and meeting rooms. This is another way that they target businesspeople, as they can attend their meeting or trade show in the hotel without having to arrange for transportation to an event at another venue.

Limited-service hotels may offer continental breakfast, which includes cereal, juice, toast, muffins, and fruit. They have housekeeping service, newspaper service, and vending machines. They sometimes offer Internet access and swimming pools. Highway hotels, or motels, are often limited-service hotels. Limited- service hotels may also be referred to as economy or budget lodging because they are the least expensive option. For a guest who just needs a bed for the night, or for the traveler who doesn’t plan to spend much time in the room, a limited-service hotel may be the perfect answer.

Hostels appeal to travelers on a tight budget because their prices are so reasonable. Most major US cities have them, but hostels are even more popular in other countries. In Australia and New Zealand, hostels are known as back packers. In hostels, travelers often sleep in bunk beds with up to 15 other people in a room. They also share bathrooms and have shared spaces such as a reading room, Internet area, and kitchen where you can cook your own meals. Some hostels have separate sections for men and women. Hostels frequently have guidelines to follow: for example, they might set a curfew, and all guests must be inside by that time. Many hostels shut their doors during the day, so you’ll have to carry your luggage with you. Sometimes the hostel offers lockers where you can store your bags. You can meet people from all over the world at hostels. They often host activities such as local tours to help guests get acquainted. Hostels attract young people like college students traveling on their summer break. Another type of student lodging is a pensione, a family-owned guest house, kind of like an American bed and breakfast and commonly found in European countries like Spain, Italy, and France. Pensiones might offer special rates for guests staying longer than a week. Pensiones and hostels can be housed in unusual buildings, like a lighthouse, a castle, a barn, or a historic private home. They offer travelers a unique insight into life in another country.

Student Resource 6.3 Reading: Culminating Project Launch Letter

Jane Romero Senior Class Trip Committee Chair Anytown Senior High School 246 Adventure Street Washington, D.C. 20001

November 2, 2016

Dear Students of Principles of Hospitality and Tourism:

The Senior Class Trip Committee would like to take advantage of the expertise you are developing in hospitality and tourism. We need great ideas for this year’s senior class trip! We invite you to submit very detailed plans for the trip you think about 30 of our seniors would really enjoy (we will have different opportunities to appeal to different tastes and budgets). It has to be somewhere in the United States, but otherwise use your imagination. We want this year’s trips to be a big surprise. You are the ideal people to consult with about this because the trip is for teens, and you obviously fit that demographic. When you submit your plan, which should be in the format of a proposal, it should be clear that you have thoroughly researched every aspect of the trip. You must include the following information:  A destination that appeals to seniors in high school (the target market)  A plan for a special meal to be included in trip costs  Lodging, transportation, and entertainment options  Travel tips related to culture, safety, and sustainability issues  Estimated cost per student for a five-day trip  A plan for how to promote the trip, including a sample brochure featuring package highlights, to show parents and local businesspeople at our school trip fundraisers Consider your target market’s tastes, what they like to do, and what they can afford. Then choose the options that are most likely to fit the seniors’ needs and wants. Include photos and vivid descriptions of local attractions—use your imagination and line up all the details for us to consider. We look forward to seeing your presentations! Sincerely,

Jane Romero Senior Class Trip Committee Chair

Student Resource 6.4 Example: Business Proposal

Proposal submission by: Jose Dominguez Stephanie Cho Delia Montgomery

High School Vacation Package: Destination Selection What is the destination? Calgary is a major city with plenty of restaurants, clubs, and shopping only an hour away from the Canadian Rockies. It is a great location for students to visit, whether they want to hike, fish, and mountain bike, or shop, eat, and dance. For people who love the outdoors, Calgary is the place to go. The city has lots of parks connected by a pathway system that is over 500 kilometers long. You can bike, walk, or rollerblade through the beautiful Canadian scenery without ever leaving the city limits. Golf, fishing, hiking, camping, and mountain biking are available in the summer; in the winter, students can try skiing, snowboarding, or dog sledding. Calgary is also a paradise for shoppers because it is in Alberta, the only province in Canada that has no provincial sales tax. Malls, boutiques, and trendy shops are found throughout the city. Downtown shops are even connected through an indoor walkway called Plus 15, which lets you shop your way through the heart of downtown no matter what the weather. Calgary’s activities are fun year-round. A winter break trip to go skiing or a spring break trip for shopping and hiking would be a perfect choice for high school students. Why is this destination good for high school students? What needs, wants, and motivations does it meet? Calgary is a great destination for high school students. It has plenty of activities, including sports and physical activities, shopping, cultural activities such as plays and concerts, and dining and night spots. Travelers in this age range are frequently on the “stimulation” rung of Pearce’s leisure ladder, and Calgary offers stimulation for any interest or hobby they may have. Students may be traditionalists or innovators (on Plog’s model), and Calgary has options that suit either type. High school students need to be able to travel affordably because they are usually on a budget. Getting to Calgary is easy and relatively inexpensive, especially for students who live in Washington State, like we do. From Spokane, Washington, it is about an eight-hour drive to Calgary. For students who live farther away, Calgary’s airport is only about 20 minutes away from the center of town, which makes getting from the airport to the hotel easy. Students also want to be able to get around on their own while they’re in the city. Calgary’s light-rail system makes that easy and affordable, as does the Plus 15 indoor walkway that connects shops and restaurants downtown. How can this vacation be environmentally sensitive? Calgary is already a very environmentally friendly location. In a 2014 environmental study of cities from around the globe, Calgary was rated the cleanest city on the planet. But it’s important for travelers to do their part to keep Calgary green.

To be environmentally sensitive, students should take advantage of the outstanding public transportation system in Calgary. Students may wish to consider camping in one of the many national park campgrounds in and around Calgary. If they do camp, students should make sure to clean up after themselves and leave no garbage behind. If they stay in a hotel, students should avoid getting room service, because it leads to extra trash. Students may wish to talk to the hotel’s housekeeping services about limiting their cleanup in the room. For example, the students may not need fresh sheets and towels every day. Students should try to participate in any local recycling programs that are available, and they should make a point of turning off electronics (lights, air conditioning, etc.) when they leave the hotel room. Where should students stay? What makes this lodging a good fit for high school students? The International Hotel Calgary is on the outskirts of the city, about 15 minutes away from the airport. It is an ideal option for high school students on a special trip. Its features include:  Good location and free shuttle service  Affordable studio suite rooms with great amenities  Free breakfast and a restaurant on site for other meals The hotel offers a free shuttle service to and from the airport. The shuttle also runs into the heart of Downtown Calgary from 8 a.m. to 8 p.m. Once in downtown, students can get around using the light-rail system. The hotel is about five to six blocks from the nearest light-rail station, so if students are out late at night they can walk back to the hotel or take a short taxi ride. The International Hotel Calgary has several types of rooms available, all with great amenities. Every room has a flat-screen television with access to lots of cable channels. Each room also has wireless Internet access. The Studio Suite is the best option for students on a trip. The suite has a queen-size bed and a couch with a foldout bed, making it perfect for students who want to double up and save some money. The suite also includes a fridge and a microwave, so students can save some money by keeping snacks and drinks in their room. The suite costs around $150 to $175 a night but can accommodate two to four students, which keeps the individual cost lower. Group rates are available for groups of 10 or more. A complimentary breakfast is served every morning, consisting of juice smoothies, baked goods, cereal, and fruit. Also on site is Puccini’s Italian Ristorante, which serves pizza, pasta, and more for lunch and dinner. Conclusion Calgary has every kind of activity high school students might want to participate in, and the International Hotel Calgary offers a terrific home away from home, where students can relax and enjoy themselves during their trip.

Student Resource 6.5 Assignment: Business Proposal

Student Name:______Date:______

Directions: This resource has two main parts. The first part is about your destination; the second is about lodging for your trip. Fill out the first part completely before starting the second part on lodging. Fill in your own resource and then use one resource for all members of your group to compile the group’s information. This one resource will be the master resource for your group.

PART A: THE DESTINATION

Step 1: Choose a Destination What makes a good destination for high school students? List some criteria for a good destination below (for example, a place with good public transportation or a place that’s near the ocean).

Now, brainstorm some possible destinations within the United States that meet your criteria. You will need to research one or more of these destinations before you make your decision.

Step 2: Research Use the chart below to help you organize your research and choose your destination. Each member of the group needs to come up with two ideas. Copy this chart into your notebook if you need additional space. Note that the example is about a destination in Canada, but your destination will be in the United States.

Destination Advantages Disadvantages Source of Name Information

Example: Calgary Lots to do, public transport Outside the United States TravelCalgary.com

Our destination is:

Why we chose it:

Best time of year to travel (hint: consider festivals or season-specific activities; your answer could also be “year-round”):

Why that’s the best time to visit this destination:

Step 3: Research Green Travel at Your Destination You have learned about the environmental impact of tourism. Now you need to do something about it.

Research ecotourism, green, environmentally friendly, or sustainable hospitality/tourism at your destination. What is your destination already doing to take care of the earth (if anything)? Many states and tourist locations including Hawaii and Colorado have destination-specific ecotourism websites. Next, use the travel websites listed below to help you come up with some specific “earth-friendly” travel tips for your destination. Consider the specific activities your destination offers. Are your guests going to a beach location? Then look for tips about earth-friendly beach behavior. Is your destination in the mountains? Look for tips about camping. You may also wish to include some general tips about green travel—for example, how to be more green when flying, how to be environmentally sensitive when staying in a hotel. Use these sites/articles to help:  Go Green Travel Green http://gogreentravelgreen.com/  Green Travel Tips http://www.msnbc.msn.com/id/18079740/  How Green Are Your Travels? http://greenhotels.com/grntrav.php  Go Green Travel Center http://www.independenttraveler.com/travel-center/go-green-travel-center

What tips are appropriate for people traveling to your destination? List three to five tips below.

PART B: LODGING

Step 4: Research Lodgings You need to select a place for your guests to stay. Use the chart below to help you identify the best option for your guests. Copy the chart into your notebook if you need extra space.

Make sure to collect information on five or six hotels or other types of lodging in total before you choose one; each group member should research two or three. Things to consider as advantages or disadvantages: hotel location, shuttle service, food included in cost of room, food available on site, amenities (room service, pool, TV in room, etc.), pricing/specials/discounts.

Lodging Name and Advantages Disadvantages Price and Type of Source of Info Room

Example: International Restaurant on site, free Downtown, more $150–$175 for Studio Hotel Calgary breakfast, free shuttle expensive Suite (sleeps 2–4) (www.internationalhotel.ca) service, nice rooms

Our lodging is:

Why we chose it:

Step 5: Write It Up Each member of your group should be responsible for writing one section of the proposal. Use the chart below to divide up the work. Everyone in your group should work together to write the conclusion.

Proposal Section Who Will Write It

What is the destination? Provide a thorough description.

Why is this destination good for high school students? What needs, wants, and motivations does it meet?

How can this vacation be environmentally sensitive?

Where should students stay? What makes this lodging a good fit for high school students?

Conclusion The entire group will work together.

This lesson introduces students to the food and beverage sector, including everything from fast-food chains to fine restaurants. Students grasp the sector’s significance as a major employer in the United States and explore its many subsectors. After developing a broad sense of the food and beverage industry and expanding their knowledge of industry-specific vocabulary, students practice planning a meal that appeals to a specific demographic and fulfills a special purpose. Advance Preparation  In Class Periods 4, 5, and 6, students will need access to computers for Internet research and word processing software (one student per computer). Ideally, students will also have access to email accounts, a portable hard drive or thumb drive, and a printer so that they can transfer files easily between group members and print out their final report. Alternatively, they should have access to Google Drive or another online file-sharing system to share documents and create one final group report.  Gather research materials to help students plan their special meal. This may include examples of menus from restaurants, hotel banquets, and buffets, as well as catering menus and theme menus. Sample catering menus can easily be found through an online search engine; many catering companies list several sample menus on their website. Ideally, students should look at menus from catering companies in their destination city. However, some good sample menus can be found at http://www.spiceoflifecatering.ca/sample_catering_menu_nanaimo_bc.php. This lesson is expected to take 6 class periods.

Lesson Framework Learning Objectives Each student will:  List the many kinds of businesses that fall in the food and beverage sector*  Summarize the ways hospitality and tourism professionals categorize restaurants  Display understanding of current trends in the food and beverage business  Develop a plan for a special meal for a high school vacation package

*This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here, but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Apply listening, reading, writing, and speaking skills to enhance operations and customer service in food and beverage service facilities (Common Career Technical Core 2012, HT-RFB 10)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Customize travel with diverse transportation, lodging, cruise, and food options (Common Career Technical Core 2012, HT-TT 7)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10) Assessment

Assessment Product Means of Assessment

Plan a special meal for a high school vacation Rubric: Meal Plan (Teacher Resource 7.2) package (Student Resource 7.3)

Prerequisites  Understanding of the economic importance of the hospitality and tourism sector  Knowledge of the history of the development of restaurants  Familiarity with psychological theories of consumer motivation

Instructional Materials Teacher Resources  Teacher Resource 7.1, Presentation and Notes: The Food and Beverage Industry (includes separate PowerPoint file)  Teacher Resource 7.2, Rubric: Meal Plan  Teacher Resource 7.3, Key Vocabulary: Food and Beverage  Teacher Resource 7.4, Bibliography: Food and Beverage Student Resources  Student Resource 7.1, Taxonomy: The Food and Beverage Industry

 Student Resource 7.2, Reading: The Food and Beverage Industry  Student Resource 7.3, Assignment: Planning a Special Meal  Student Resource 7.4, Example: Meal Plan Equipment and Supplies  Blackboard, whiteboard, or flip chart  Four sheets of chart paper  LCD projector and computer for PowerPoint presentation  Computers with Internet access and word processing software (one for each student)  Printer  Research materials (see Advance Preparation)

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Four Corners: Which Sector Employs the Most People? This springboard activity introduces students to the food and beverage sector of the hospitality and tourism industry by asking them to make an educated guess about which hospitality and tourism sector is the biggest employer. Students also grasp the significance of the food and beverage sector to the American economy. Before class, choose four different areas of the classroom to post four sheets of chart paper. Write one of the following on each sheet and post on the wall:  Hotels  Arts, Entertainment, Recreation  Restaurants and Drinking Establishments  Transportation: Airlines and Travel Agencies Introduce this lesson by briefly summarizing the students’ work in this course thus far. Tell students that at this point they have examined the four basic sectors of hospitality and tourism; studied the industry’s history from a century ago to the present day; learned about the psychology behind consumer motivation and customer service in the industry; reviewed the industry’s role in preserving or harming the environment; surveyed its importance to the global economy; and investigated a major hospitality and

Step Min. Activity

tourism sector, lodging. With all of this background, they can make an educated guess about the following question:  Which sector of the hospitality and tourism industry employs the most people in the United States? Explain your reasoning. Point out the four areas of the classroom and ask students to stand by the chart paper that represents their opinion. Once all students have made their choice, ask them to confer with other students in their area about why they think that sector employs the most people. Call on members of each group to explain their reasoning and record their main points on the board. Acknowledge that it is not actually easy to decide which sector employs the most people, because they are all very important and together they exert enormous influence over the job market. However, the Bureau of Labor Statistics tracks this kind of information. The latest data is from 2013. At that time:  492,600 people worked in the airline industry and at travel agencies  1.83 million people worked in the hotel industry  1.97 million people worked in the arts, entertainment, and recreation industries  10.35 million people worked in the restaurant and beverage industry Tell students that, as they can see, the restaurant and beverage industry is an extremely large sector that dominates the industry in terms of numbers of people it employs. In fact, according to the National Restaurant Association, 13.1 million people were working in the restaurant industry in 2013. One reason is that there are so many different subsectors of this industry. In the next activity, students will learn more about these.

2 30 Building Vocabulary: A Food and Beverage Taxonomy By building a taxonomy, students realize how many terms they already know in connection with the food and beverage industry, and they store new terms as they learn them. (See The NAF Learning Handbook for more information on this strategy.) Point out that there are a lot of specific terms used in the food and beverage industry for the students to become familiar with. As a starting point, ask students to complete a taxonomy of the terms they already know that are associated with restaurants. Remind students of the taxonomy process they completed earlier in the course. Explain that this time students will create an alphabetical taxonomy about the food and beverage industry using Student Resource 7.1, Taxonomy: The Food and Beverage Industry. First, ask students to begin independently by thinking of words that belong with the topic—for example, the word restaurant, which students would write next to the letter r. Have students work for about five minutes, including as many words as they can think of that relate to the food and beverage industry. They may write more than one word for each letter and they should not worry about finding a word for every letter. Next, organize students in pairs. Ask them to collaborate by sharing words in order to build their taxonomies. For example, if one student has written café and the other has not, the second student would add café to his or her taxonomy. After five minutes, ask students to leave their taxonomy on their desk and walk around

Step Min. Activity

the room to view each other’s taxonomy. Ask students to collect words from their peers to bring back to their own taxonomy. Give students a couple of minutes to add the words they collected to their taxonomy and complete the activity with a short discussion. Have students share some of the words that were easy to come up with and those words from peers that were new to them. Let students know that they will continue to add to this taxonomy in the next class period.

CLASS PERIOD 2

3 35 Presentation: The Food and Beverage Industry

This activity gives students an in-depth understanding of the food and beverage industry. It also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 7.1, Presentation Notes: The Food and Beverage Industry. Have Teacher Resource 7.1, Presentation: The Food and Beverage Industry (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Remind students of the taxonomy they completed in the last class period. Ask them to review the taxonomy and add to it if they have thought of any new terms since the last time they worked on it. Explain that they will have an opportunity to add many new terms to their taxonomy during the next activity. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. This presentation is duplicated as Student Resource 7.2, Reading: The Food and Beverage Industry. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. Encourage students to continue to add terms to their taxonomy as they read/view the presentation. After the presentation, divide the class into pairs and have them compare their taxonomies. Encourage them to add terms from their partner’s list. Then invite each pair to name one term that was unfamiliar to them and ask them what they now understand that term to mean.

4 15 Culminating Project Work: Listing Meal Choices Students prepare to apply what they have learned about the food and beverage industry to their culminating project by brainstorming items that high school students might enjoy as part of a special meal. Explain to students that in the next class period they will begin planning a special meal for the high school students on their trip. In preparation, ask students to take out their notebook and start a list of all their favorite dishes. After a few minutes, ask volunteers to share what they wrote. Make note of recurring

Step Min. Activity

dishes, and discuss trends occurring in the food and beverage industry. If students list dishes associated with a particular heritage, this is an opportunity to discuss ethnic foods with the students. Tell students to think about ways to make a meal special so that they have some ideas to share in the next class period.

CLASS PERIOD 3

5 45 Culminating Project Work: Planning a Special Meal Students begin the next step in their culminating projects by discussing the question, “What makes a meal special?” These elements will be part of their planning for a meal to be included in their trip package. This activity focuses on the following college and career skills:  Working effectively with a diversity of individuals and perspectives  Demonstrating teamwork and collaboration Begin class by asking students to move into their project groups. Review Student Resource 7.3, Assignment: Planning a Special Meal. Explain that this sheet will help the students decide the details of their special meal for their vacation package. Give students time to read through the meal planning sheet. Ask each group to come up with a question or an observation about each section, and then answer each group’s queries as a class. Next, ask students to work through this meal planning sheet, referring to the lists they made in the previous class period for inspiration. If students have Internet access, consider having them share project files with a service such as Dropbox or Google Drive.

6 5 Culminating Project Work: Meal Research For homework, students begin to gather information to help them plan their meal. This activity focuses on the following college and career skill:  Prioritizing and completing tasks without direct oversight For homework, tell students to conduct research on their meal-planning options. Give students a couple of minutes to allocate research areas to each member of the group; these will vary depending on the decisions they’ve made about this meal. At the end of the class period, let students know that they will continue to work on this assignment for the next couple of class periods. Encourage students to discuss their meal ideas with friends and classmates to gather more ideas. Emphasize that they need to do research for homework, because they will only have a limited amount of time to do it during the next class period.

CLASS PERIOD 4

Step Min. Activity

7 25 Culminating Project Work: Meal Research (Continued)

Students continue to gather information and research to help them plan their meal. Tell students that they will have a limited amount of time in this class period to continue their research, and encourage them to use their time wisely. Identify any computers or research material available for their use (see Advance Preparation). When approximately 20 minutes have passed, ask students to stop their research and return to their seats. Explain that if students have not completed their research, they will need to do so for homework.

8 25 Culminating Project Work: Example and Rubric Review Students review the rubric and analyze the example to develop a clear sense of expectations for this assignment before beginning their work. Explain that before students start to write up their plans for their special meal they need to have a clear idea of what a good meal plan looks like. Distribute Teacher Resource 7.2, Rubric: Meal Plan. Explain that this is the basis for how the assignment will be assessed. Ask students to read over the rubric and identify anything that is confusing to them. Allow students approximately five minutes to review the rubric in groups. Then call on each group to address their questions. Use this time to clear up any misunderstanding. Next, review Student Resource 7.4, Example: Meal Plan. Explain that this is an example of a good meal plan. Ask students to read over the plan in their group and compare it to Student Resource 7.3, Assignment: Planning a Special Meal. Ask students to make notes in the margins of the example about what parts of the planning sheet they used to develop that section. Also ask students to note any questions they have about the example. Give students a few minutes to work. Then ask each group to share what part of the planning sheet they think was used to develop a particular paragraph. Work through the paragraphs of the example consecutively. After a group shares, query the rest of the class: do they agree? If not, what part of the sheet did they think helped to build that paragraph? Why? Correct any misunderstandings and answer any questions. Let students know they will begin writing their meal plan in the next class period.

CLASS PERIOD 5

9 35 Culminating Project Work: Writing the Meal Plan

Students apply their understanding of meal planning, the rubric, and the example to writing their plans for a special meal for their high school vacation packages. This activity focuses on the following college and career skill:

 Demonstrating creativity and innovation Let students know that this class period is their only time to write up their meal plan. Begin by having students use the chart (in the section Writing the Meal Plan) at the end of Student Resource 7.3, Assignment: Planning a Special Meal, to divide up the work.

Step Min. Activity

Each student should be responsible for writing one part of the assignment; the conclusion should be written by all students jointly. Tell students to refer to their food and beverage taxonomy for ideas of good vocabulary words to include in their meal plan description. Make sure students have divided the work fairly and then give them time to work. Ideally, allow each student to work on his or her own computer so that the different paragraphs can be easily combined by emailing files or using a portable hard drive or thumb drive to transfer the information.

10 15 Culminating Project Work: Writing the Plan’s Conclusion

Students work together to write the conclusion to their plan. Ask students to take the last 15 minutes of class to write up a conclusion for their plan using the example as a model. Let students know that if they have not finished writing their portion of the meal plan, they need to do it tonight for homework.

CLASS PERIOD 6

11 10 Culminating Project Work: Putting the Plan Together

In this activity, students compile their individual contributions to the assignment into one complete description of the special meal. Give students the first 10 minutes of class to combine their individual parts of the meal plan assignment into one file and print it out. Students may transfer their files via email or portable hard drive. If these technologies are not available, students may need to recopy their assignment, but more time will be needed in that case.

12 30 Culminating Project Work: Peer Feedback Students practice giving constructive peer feedback to their classmates on their assignments as well as receiving it. This activity focuses on the following college and career skills:  Demonstrating adaptability and flexibility  Demonstrating the ability to speak effectively  Demonstrating the ability to listen effectively Pair up the groups and ask them to briefly present their information to the students in the other group. Students listening should provide feedback to the group presenting using one or more of the following prompts:  The best part of your plan is….  I have a question about….

Step Min. Activity

 I think you could include more information about…. After the groups have shared, offer a final opportunity for students to revise their plans based on their classmates’ feedback. If necessary, let students make their finishing touches for homework and turn in their meal plan at the beginning of the next class period. When the revisions are complete, collect and assess the meal plans using Teacher Resource 7.2, Rubric: Meal Plan.

13 10 Culminating Project Work: Meal Discussion Students share their thoughts about their special meals with their classmates to gain a perspective on the wide variety of possibilities for creating one that is successful. Students also articulate the degree to which they’ve absorbed the many aspects of the food and beverage industry. With their group mates, ask students to discuss their thoughts on the following three prompts:  What do you think students taking your vacation will enjoy the most about the special meal you planned?  What is the most significant thing that you learned about the food and beverage industry in this lesson, or by working on your culminating project?  What has been the most fun or interesting part of your culminating project so far? Ask a volunteer from each group to briefly share his or her thoughts on two of the three prompts. Conclude the lesson by returning to the idea that students began exploring in the first class period: the food and beverage industry is vast, powerful, varied, and changing all the time. It holds great potential as a source of satisfying careers. Any experience students gain from working in this field would be an excellent learning opportunity.

Extensions Content Enrichment  Have students research emerging and/or evolving segments in the food and business industry to determine the industry’s future and what is driving growth and changes. Suggest that students begin with websites dedicated to the industry, such as www.eater.com, restaurant reviews, and food blogs. Students write about these trends as reporters for food and beverage journals.  Ask students to report on how food and beverage businesses have changed their products and services to reflect the more recent demand for healthier alternatives.  Study several different menus as a class. Gather menus from various restaurants catering to different demands and demographics. Make copies of them and cut them up into sections. Put the pieces of each menu into envelopes. Divide students into groups and give them the envelopes. Provide glue sticks and paper, and ask students to re-create the menus. Afterwards, compare their re-creations with the actual menus and discuss what, if any, the differences are.

STEM Integration  Math: Review a restaurant stock order with students and have them create one of their own for an imaginary business. Give students a price list of individual food items as well as a budget they have to meet. Discuss food cost percentages and menu pricing.  Math: Give students this scenario: You’re planning a trip for an extended family of 14, in honor of the great-grandfather’s 95th birthday. The family is convening from around the country to the town where the great-grandfather lives. In the group, there are 5 people over 65 (including great- granddad), and four people under 12. The price of the meal, including dessert, is $36.00/person. Meals for the senior citizens are discounted by 10%, and meals for the children under 12 are discounted by 50%. Because you have a good relationship as a travel agent with the restaurant owner, he will give your clients an additional 5% off the price of the meal. But, he adds, that 5% does not apply to the mandatory tip, which is 18%, because he feels his staff should be paid appropriately. What will the meal cost, including tip?  Science: Many American travelers are dealing with Type 2 diabetes or pre-diabetes, and need to find food and beverage purveyors that offer healthy alternatives. These people (and the rest of us) fare better if they eat diets that avoid putting too much stress on their metabolic system. Use these two resources to introduce students to metabolic cycles, the role of insulin, and how different foods affect blood sugar: o http://www.niddk.nih.gov/health-information/health-topics/Diabetes/insulin-resistance- prediabetes/Pages/index.aspx o http://www.webmd.com/diabetes/type-2-diabetes-guide/default.htm Then have students browse restaurant menus in a favorite vacation destination, and find a set of restaurant meals that would be good for a family of four, where two family members have diabetes. How difficult was it to find appetizing options? Were there particular ethnic cuisines that seemed to offer more? Was there a difference in prices between healthy and less healthy meals? How would you advise a family for whom you were planning an itinerary?  Technology: Pinterest is a treasure trove of ideas for special meals. If your students have access to the Internet or you have the technology to use apps in your classroom, instruct students to research, take notes, and collect photo media using Pinterest or the Pinterest app as they research and design their special meal.  Technology: If students have access to Microsoft Word, ask them to use Mail Merge to create a survey to send to local food and beverage businesses. They can request information about how they planned for and developed their businesses, as well as how they have adapted to changing customer demographics, industry trends, and the fluctuating economy. Have them send their survey as a personalized email to at least 10 local food and beverage businesses. As a group, discuss any responses that are received. Additional Cross-Curricular Ideas  Social Studies: Send students to survey waiters from two different types of restaurants, such as an inexpensive diner and an upscale restaurant, to explore the nuances of working in the restaurant industry, including tipping standards, necessary interpersonal skills, and differences in customer expectations.

Teacher Resources

Resource Description

Teacher Resource 7.1 Presentation and Notes: The Food and Beverage Industry (includes separate PowerPoint file)

Teacher Resource 7.2 Rubric: Meal Plan

Teacher Resource 7.3 Key Vocabulary: Food and Beverage

Teacher Resource 7.4 Bibliography: Food and Beverage

Teacher Resource 7.1 Presentation Notes: The Food and Beverage Industry

Presentation notes

Today we are going to learn more about the various aspects of the food and beverage industry.

Presentation notes

Restaurants are businesses that serve food and beverage for purchase. There is an incredible variety of them: diners, cafés, fast-food chains, Italian bistros, delicatessens, upscale French fine dining, and everything in between. Concession stands offer food and beverage for purchase at events. You have probably seen a concession stand at a movie theater or basketball game. Catering brings the restaurant to the guest, instead of asking the guest to come to the restaurant. A catering company brings the food, tables, silverware, and so on, to a specific location, whether it is a wedding in a park, a party in someone’s backyard, or a fundraising dinner at a museum.

Presentation notes

There are various types of restaurants. Within the industry, restaurants are classified as quick service, midscale, or upscale. A growing trend is fast casual dining, where high-end food is prepared in a casual, quick-service atmosphere. Quick-service restaurants are also called fast-food restaurants. They offer limited menus that are prepared quickly. They usually have drive-thru windows and takeout. Some quick-service restaurants offer a place to sit down and eat, as in the above photo on the left. Examples of fast-food restaurants include McDonald’s, Kentucky Fried Chicken, and Taco Bell. Some quick-service restaurants are only takeout, where you pick up the food and bring it somewhere else to eat it. Midscale restaurants offer full meals at a medium price that customers perceive as good value. They can be full service, buffets, or limited service, with customers ordering at the counter and having their food brought to them. These restaurants are also frequently called sit-down restaurants because they are designed for people to eat sitting at tables (compared to fast-food places, which often serve food through a drive-thru). Midscale restaurants are also frequently called family style because they are typically casual enough for families with small children to be comfortable. The picture on the right side shows a family-style restaurant. Examples of a midscale restaurant include Applebee’s, Olive Garden, and Outback Steakhouse. Upscale restaurants are what you might picture as a fancy restaurant. They offer gourmet or high- quality cuisine at a high-end price. They offer full service and have a luxurious atmosphere.

Presentation notes

There is a wide variety of sit-down restaurants. They can be categorized by their ambiance or type of food served. The ambiance means the atmosphere or environment of a particular place— the kind of feeling it inspires. Menus and ambiance should complement each other. The picture above on the left shows an outdoor café. The café’s ambiance will be affected by where the restaurant is located—a sidewalk café in the middle of a city will feel different from a beachside café in a small town. Cafés may serve a wide variety of food, so a café is characterized by its ambiance rather than by its menu. The middle picture shows a pub, often called a tavern, bar, or brewery. Pubs are places that specialize in alcoholic beverages. In the United States, they typically serve an American menu of burgers, sandwiches, soup, and salad, along with a wide variety of beers. Pubs also have a particular ambiance, as shown in the picture above, which may include lots of leather and wooden furnishings, along with a display of the spirits. Breweries are places that brew their own beer, and some breweries may display some of their beer-making equipment as part of the décor as well. Pubs or breweries are defined by their ambiance and by what they serve (in this case, the beer). The newest trend is what’s called a gastropub, which offers high-quality food as well as beer. The third picture shows a restaurant that is characterized by its food rather than its ambiance. In this case, the type of food is sushi, a Japanese cuisine that serves fish and rice in small, bite-sized pieces. Some sushi restaurants have a memorable ambiance, but others are simple storefronts that serve sushi inside. So, in this case, the restaurant would be defined by what it serves rather than by its ambiance.

Presentation notes

You’ve probably heard people talk about the “roach coach” style of food truck. It serves greasy, unhealthy food, isn’t very clean inside, and is not a great place to eat. But in the last few years, more and more people have been using food trucks as a new way to bring the food to people. Today, there are many food trucks that have outstanding health and safety ratings and serve gourmet food. A lot of these chefs took their ideas from ethnic street foods that are served in different parts of the world, or they’ve combined different cuisines to create their own unique flavors (Korean tacos, for example). Some food trucks specialize in one specific thing—waffles, for example, or sushi or cupcakes. These food trucks frequently cater to people who work in office buildings in downtown areas, and they may announce where they are going to be by using Twitter or Facebook. Food trucks can be a great way for an entrepreneurial chef to start a restaurant without all the expenses of a “real” restaurant in a building. A food truck is also a good opportunity for a restaurant to cater less formal events such as tailgating, holiday, or birthday parties.

Presentation notes

On a typical day in 2014, the restaurant industry made $1.9 billion. Industry sales continued to increase to a record $709 billion in 2015, according to the National Restaurant Association. Between 1997 and 2007, the number of restaurants owned by African Americans increased 188%. This is more than five times the rate of growth in restaurant businesses overall. The number of Hispanic-owned restaurant businesses jumped 80%, Asian-owned restaurants grew by 60%, and restaurants owned by women increased by 50% during this time period.

Presentation notes

Going to restaurants that serve food from other countries, known as ethnic dining, is a very important segment of the food and beverage industry. Chinese, Mexican, and Italian food have been popular for many years; in fact, they are staples of the American diet, meaning that people eat them regularly. Mexican food remains the fastest-growing ethnic food trend. Cuisine from Asian countries such as Thailand and Vietnam are rising in popularity, and Japanese sushi has become a favorite ethnic food. Restaurants serving Mediterranean, Indian, and African food are growing in number as well. Most restaurants alter the cuisine to be more appealing to the American palate. However, restaurants that produce food authentic to their origins are seeing a rise in popularity.

Presentation notes

A few statistics about why people choose to eat at a particular restaurant: • 68% said their favorite restaurant foods provide flavor and taste sensations that cannot easily be duplicated in their home kitchen. • 76% said they are trying to eat healthier now at restaurants than they did two years ago. • 70% said they are more likely to visit a restaurant that offers locally produced food items. • 69% said purchasing meals from restaurants, takeout, and delivery places makes it easier for families with children to manage their day-today lives. • 52% said they are likely to make a restaurant choice based on how much a restaurant supports charitable activities and the local community. • 27% said that when it comes to choosing a restaurant, they are paying more attention to coupons and value specials than they were two years ago.

Presentation notes

A concession stand is a place where you can buy snacks or food at a cinema, a fair, a stadium, or other entertainment venue. Some events or venues contract out the right to other companies to sell food. Those contracts are often referred to as a concession—hence the name for a stand where food is sold. In some places, you may also see vendors who move through the crowd selling concessions, such as those selling snacks at a baseball game. Frequently, the food sold at concession stands is junk food—such as french fries, ice cream, popcorn, pizza, hot dogs, soft drinks, funnel cakes, and candy. Junk food is popular and sells well. It is also easy to make because a lot of it is prepared and prepackaged so that the workers can provide it quickly. All the food sold at concession stands needs to be easy to prepare, with only one or two steps. Many newer arenas now include a number of concession stands that essentially form a food court, serving a variety of fast food and sometimes incorporating some healthier options. At temporary outdoor events such as fairs or festivals, food trucks may operate as concession stands. The pricing of goods offered at concession stands can be, and often is, higher than the price of the same item elsewhere. This is partially because of the convenience that concession stands offer the consumer. However, many concession stand owners must pay a percentage of their sales to the owner of the building, so their prices are inflated accordingly.

Presentation notes

The catering business will supply the food for a social event. This will include customizing a menu with your vision and budget in mind. More often than not, a catering business will offer event planning services along with the food service—for example, planning and organizing music, entertainment, photography, setup, and breakdown. Catering businesses can be used just for food and beverage or they can help coordinate the whole event. Weddings are one of the most commonly catered events. Other events may include bat and bar mitzvahs, baby and bridal showers, private parties at people’s homes, fundraising dinners, corporate meetings, or conferences. Some catering businesses will have specialties; for example, a company may focus on weddings, while some caterers do a lot of work providing food for film companies that are filming a movie. Hotels and convention centers also have catering departments that assist meeting planners holding events in those venues. The catering departments work with each event to provide food and beverage for the staff and attendees at the event. This could range from breakfast each morning for the event staff to receptions for groups of attendees to sit-down dinners for events.

Teacher Resource 7.2 Rubric: Meal Plan

Student Names:______Date:______

Exemplary Solid Developing Needs Attention

Introduction Introduction explains Introduction Introduction adequately Introduction lacks the group’s choice competently explains explains group’s choice clarity and/or clearly, carefully, and group’s choice, but could be more thoroughness as thoroughly, displaying displaying thorough in its an explanation of understanding of target understanding of explanation and display the group’s market and familiarity target market and better understanding of choice; evidence with destination. familiarity with target market and of understanding destination. familiarity with target market or destination. familiarity with destination is lacking.

Use of All of the examples are Many of the At least one example is Examples are not Examples and specific and relevant. examples are relevant. Little detail is relevant or are not Detail Details create a vivid specific and relevant. used to show what used. Detail is picture of the meal, Some detail is used makes this meal insufficient and it what’s special about it, to indicate what is memorable or special; is not clear what and what will make it special or does mention a current would make this memorable, including memorable about the trend that it incorporates. meal memorable what current trends it meal and what or special. Does incorporates. current trends it not mention any incorporates. current trends.

Cost Explanation of cost of Explanation of cost is Explanation of cost is Explanation of meal components is adequate and linked general and needs more cost is inadequate thorough and clearly to the needs of the detail to be clearly linked and unrelated to linked to the needs of target market, to the needs of the target the needs of the the target market, including how the market; how the meal target market or including how the cost cost of the meal affects the overall price effect on the of the meal affects the affects the overall of the trip is not clear. overall price of overall price of the trip. price of the trip. the trip.

Sustainability Description of ways Description of ways Description of ways this Description of this meal is this meal is meal is environmentally environmental environmentally environmentally sensitive is minimal but sensitivity of the sensitive shows sensitive shows shows evidence of some meal is either evidence of thorough evidence of research research and a lacking or vague; research and and understanding of rudimentary evidence of understanding of sustainable practices understanding of research or sustainable practices in the industry. sustainable practices in understanding of in the industry. the industry. sustainable industry practices is missing.

Exemplary Solid Developing Needs Attention

Mechanics Almost no Few grammatical, Some grammatical, Many grammatical, spelling, spelling, or spelling, or punctuation grammatical, or punctuation errors. punctuation errors. errors. Most sentences spelling, or All sentences are well Most sentences are are well constructed, with punctuation constructed and vary in well constructed, little variation in sentence errors. Most structure. with some variation structure. sentences are in sentence poorly structure. constructed. Some of the Group Work All of the group All of the group Most of the group members participated members members participated, group members completely and participated completing most of the did not enthusiastically, completely, meeting requirements for the participate, exceeding all of the assignment tasks. causing the group expectations for the requirements for the to miss some of assignment tasks. assignment tasks. the requirements for the assignment tasks.

Additional Comments:

______

Teacher Resource 7.3 Key Vocabulary: Food and Beverage

Term Definition

à la carte Small portions of food that come on the side, complement the main course, and which are priced separately.

ambiance The mood or feeling of a place; can include the lighting, quality of table settings, service, and even candles placed on tables.

appetizer Food that is served before the main course as a snack.

chain restaurant Dining establishments that have the same name and serve the same food but also have multiple locations and sometimes multiple owners.

chef A professional cook; usually has years of training and a culinary education.

culinary Having to do with cooking and the kitchen.

diner A food and beverage business that often serves breakfast, lunch, and dinner and can be open 24 hours per day; serves combination of fast food and restaurant fare.

entrée In English, the main course. In French, the appetizer.

ethnic restaurant An eating establishment that serves a menu from a certain region or cultural background.

fare Another word for food.

fast food Meals that are precooked and heated to go, or quickly cooked and served in minutes.

hors d’oeuvre Variety of savory foods served as appetizers.

host/hostess The person at a restaurant in charge of taking reservations, greeting guests, and seating them at tables.

Term Definition

maître d’ Similar to a restaurant manager; oversees seating arrangements, food preparation, and service. Also known as host or headwaiter.

menu The list of items served at a restaurant.

organic Food grown without the use of pesticides, fertilizers, or other chemical additives.

pub An eating establishment that is known for serving beer and other alcoholic beverages as well as food.

reservations Holding a table or a room in a restaurant for guests at a specific time and date.

servers Another word for waiters or waitstaff.

takeout Food that is cooked and prepared for guests to take home. Can often be an ethnic cuisine, such as Chinese.

tip The extra money guests give someone who has served them. Also known as gratuity.

utensils Forks, knives, spoons, and any other items used to eat.

waiters/waitstaff The restaurant employees who provide service to guests, including bringing food, drinks, and anything else guests need while they dine.

Teacher Resource 7.4 Bibliography: Food and Beverage

Online Bureau of Labor Statistics, http://www.bls.gov/ (accessed February 10, 2016). “Ethnic Cuisine is Hot: Make Mine Spicy.” Culinary Schools.com, http://www.culinaryschools.com/ethnic- dining (accessed February 10, 2016). National Restaurant Association, http://www.restaurant.org/ (accessed February 10, 2016). “Restaurant Industry Outlook Brightens for 2010.” The Food Channel, http://www.foodchannel.com/stories/2347-restaurant-industry-outlook-brightens-for-2010 (accessed February 10, 2016). “What’s Hot in 2012 Chef Survey Shows Local Sourcing, Kids’ Nutrition as Top Menu Trends.” National Restaurant Association, http://www.restaurant.org/News-Research/News/What-s-Hot-in-2012-chef- survey-shows-local-sourcin (accessed February 10, 2016).

Student Resources

Resource Description

Student Resource 7.1 Taxonomy: The Food and Beverage Industry

Student Resource 7.2 Reading: The Food and Beverage Industry

Student Resource 7.3 Assignment: Planning a Special Meal

Student Resource 7.4 Example: Meal Plan

Student Resource 7.1 Taxonomy: The Food and Beverage Industry

Student Name: Date:

Student Resource 7.2 Reading: The Food and Beverage Industry

Today we are going to learn more about the various aspects of the food and beverage industry.

There are various types of restaurants. Within the industry, restaurants are classified as quick service, midscale, or upscale. A growing trend is fast casual dining, where high-end food is prepared in a casual, quick-service atmosphere. Quick-service restaurants are also called fast-food restaurants. They offer limited menus that are prepared quickly. They usually have drive-thru windows and takeout. Some quick-service restaurants offer a place to sit down and eat, as in the above photo on the left. Examples of fast-food restaurants include McDonald’s, Kentucky Fried Chicken, and Taco Bell. Some quick-service restaurants are only takeout, where you pick up the food and bring it somewhere else to eat it. Midscale restaurants offer full meals at a medium price that customers perceive as good value. They can be full service, buffets, or limited service, with customers ordering at the counter and having their food brought to them. These restaurants are also frequently called sit-down restaurants because they are designed for people to eat sitting at tables (compared to fast-food places, which often serve food through a drive-thru). Midscale restaurants are also frequently called family style because they are typically casual enough for families with small children to be comfortable. The picture on the right side shows a family- style restaurant. Examples of a midscale restaurant include Applebee’s, Olive Garden, and Outback Steakhouse. Upscale restaurants are what you might picture as a fancy restaurant. They offer gourmet or high-quality cuisine at a high-end price. They offer full service and have a luxurious atmosphere.

There is a wide variety of sit-down restaurants. They can be categorized by their ambiance or type of food served. The ambiance means the atmosphere or environment of a particular place—the kind of feeling it inspires. Menus and ambiance should complement each other. The picture above on the left shows an outdoor café. The café’s ambiance will be affected by where the restaurant is located—a sidewalk café in the middle of a city will feel different from a beachside café in a small town. Cafés may serve a wide variety of food, so a café is characterized by its ambiance rather than by its menu. The middle picture shows a pub, often called a tavern, bar, or brewery. Pubs are places that specialize in alcoholic beverages. In the United States, they typically serve an American menu of burgers, sandwiches, soup, and salad, along with a wide variety of beers. Pubs also have a particular ambiance, as shown in the picture above, which may include lots of leather and wooden furnishings, along with a display of the spirits. Breweries are places that brew their own beer, and some breweries may display some of their beer-making equipment as part of the décor as well. Pubs or breweries are defined by their ambiance and by what they serve (in this case, the beer). The newest trend is what’s called a gastropub, which offers high-quality food as well as beer. The third picture shows a restaurant that is characterized by its food rather than its ambiance. In this case, the type of food is sushi, a Japanese cuisine that serves fish and rice in small, bite-sized pieces. Some sushi restaurants have a memorable ambiance, but others are simple storefronts that serve sushi inside. So, in this case, the restaurant would be defined by what it serves rather than by its ambiance.

A few statistics about why people choose to eat at a particular restaurant: • 68% said their favorite restaurant foods provide flavor and taste sensations that cannot easily be duplicated in their home kitchen. • 76% said they are trying to eat healthier now at restaurants than they did two years ago. • 70% said they are more likely to visit a restaurant that offers locally produced food items. • 69% said purchasing meals from restaurants, takeout, and delivery places makes it easier for families with children to manage their day-to-day lives. • 52% said they are likely to make a restaurant choice based on how much a restaurant supports charitable activities and the local community. • 27% said that when it comes to choosing a restaurant, they are paying more attention to coupons and value specials than they were two years ago.

Student Resource 7.3 Assignment: Planning a Special Meal

Student Names:______Date:______

Directions: Use this sheet to help you plan the special meal for your proposed trip.

This Meal Needs to Be Special and Different Your guests will be eating many meals over the course of their trip, but you need to plan one special meal that will be included in the package. What type of meal would be special? Here are some ideas:  A welcome dinner on their first night at the destination is special because it’s their first meal together.  A farewell dinner on their last night at the destination is special because it’s their last meal together.  A meal in a special location—a lunch picnic on the Washington Mall, a breakfast buffet cruise on San Francisco Bay, a dinner at a landmark restaurant in Hollywood—is special because of the location. It’s a meal that they will remember long after the trip is over as an especially fun activity of the vacation.

Things to Think about When Planning Your Menu  Make sure that your menu includes plenty of choices. Offer at least two choices of entrées (three is better, and one is usually vegetarian). Offer three or more salad dressing options. Serve all condiments on the side. Offer at least two dessert options: one very indulgent, one healthy.  Try to anticipate special needs or requests. Is your group likely to prefer healthy food? People concerned about healthy eating may want more seafood or vegetable dishes. Will there be any vegetarians? Will your menu work for someone with food allergies? What about those that choose to live gluten- or dairy-free? What about religious requirements—many religious groups have specific guidelines about food. If you are planning a fixed menu with a caterer, try to anticipate these issues. If you are choosing a restaurant, make sure its menu is flexible enough to work for your group.  Consider serving ethnic food to make the menu more unique. Does your destination have a particular heritage? Celebrate that with an ethnic meal. For example, get dim sum in San Francisco’s Chinatown or Cuban food in Miami. Frequently served ethnic cuisines include Asian (Chinese, Japanese, Korean, Thai, and Vietnamese), French, German, Greek, Italian, Mexican/Latin American, and Middle Eastern.

Ambiance You also need to think about the ambiance of the meal. Will it be casual or fancy?  A casual meal can be relaxed and fun, but your guests will have lots of casual meals during their trip. If you want your special meal to be casual, you need to think about how to make it stand out from the rest of the meals.  A fancy meal will clearly be different or special, but will your guests want to dress up and behave formally in the way they would need to at a fancy restaurant?

Theme You may want to consider a theme meal. If your meal is based on the local cuisine or culture of your destination, it is guaranteed to be memorable and unique. For example:  A crawfish boil in Louisiana  A luau in Hawaii  A barbecue in Texas  A crab feast in Maryland Even if your destination doesn’t have its own unique cuisine, you can still emphasize local ingredients or recipes. Maybe there’s a restaurant in your destination town that is famous for its pastries—use that place for dessert. Is your destination near the ocean? Fresh, locally caught seafood can be a memorable experience.

How will your meal be special or different? Write down two or three ideas.

Decide Where It Will Be Held and How It Will Be Served Now that you know the purpose of your meal and how you want it to be special, you need to think about some more specific details.

Location Will your meal be in a restaurant? Will you have it catered? Where will the meal take place?

Service You also need to think about what type of service you will have. How will the food be provided to your guests? Options include:  Plated Service: Waitstaff brings individual plates to each guest at the table. This is the typical style of service in most sit-down restaurants or at a catered event such as a prom or a wedding. One guest might order a hamburger, another might order a salad, and a waitperson will bring each one to the individual guest. Plated service is the most formal style and takes the most time. Allow one and a half to two hours for a plated meal service.  Buffet: Food is presented on long tables; guests help themselves to the items they want to eat. Some restaurants operate a buffet; it is also a very common approach at events where a large group of people needs to eat. Your guests would wait in line at the buffet and have their choice of

any food being offered. Some buffets are all-you-can-eat, which means the guests could go back for more food if they wanted. The entrée or meat serving is often served by a chef at what may be called a carving station. Buffets are an efficient way to feed a lot of people. Allow one to one and a half hours for a buffet meal.  Family Style: Waitstaff brings large portions of the food to the table and guests pass the food around and help themselves. Some restaurants operate this way, imitating how many families eat when they are at home. Family-style service is only available at specific locations. For example, if your guests go to a pizza parlor, they are likely to order two or three large pizzas, which will be shared by all guests. Allow one and a half to two hours for family-style service.  Boxed Meal: This is the most casual approach, typical for “on-the-go” outings. Individual portions of food are provided in a box or a bag to each guest. For example, guests on a tour that includes lunch may receive a box with a sandwich, some fruit or chips, a packaged cookie, and a bottle of water. These tend to be light meals that can be eaten quickly. Allow 30 to 45 minutes for a boxed meal. If your meal will take place at a restaurant, you will receive the kind of service that restaurant offers. If you are arranging a meal with a caterer, however, you may specify the type of service you want. The cost for your meal will vary depending on what type of service you request and what type of food you will serve. With plated service you need more waitstaff to bring food to each guest, but with a buffet service more food must be prepared. Family-style service is less common, but some caterers may offer it. Most caterers offer buffet service, which is less expensive than plated service. Not all caterers offer boxed meals. Also keep in mind that your caterer may offer different types of food for buffet or plated meals. If you are trying to keep your costs down, keep in mind that lunch is usually less expensive than dinner.

Where will your meal be served? What type of service do you prefer?

How Can Your Meal Be Environmentally Friendly? Being green is a major trend in the hospitality industry; it is also good practice for you to consider the environmental impacts of your actions. You need to think about ways your meal can be environmentally friendly. One of the easiest ways to do that is to think about the source of your food. Buying local food, food that is in season, or food that has been sustainably farmed is an important first step toward creating a green meal—it is also one of the hottest trends in hospitality right now. Another important thing is to think about how much trash your event will generate. Consider the following options:  Ask your caterer to use reusable items whenever possible—dishes, silverware, glasses that can be washed and reused rather than disposable plates, silverware, and so on. If the caterer insists on using disposable items, require them to choose biodegradable ones that will do less damage to the environment.

 Evaluate how food will be served and try to identify any aspects of it that will create extra trash. For example, consider offering pitchers of water and glasses rather than bottles of water. The pitchers and glasses may be washed and reused, avoiding the creation of excessive trash from leftover and empty bottles.  If you are using a restaurant rather than a caterer, you may have fewer options about how the restaurant handles its waste. However, some restaurants publish information about their recycling programs, their emphasis on buying local ingredients, or their other efforts to be green. Keep this in mind as you select a restaurant. If they don’t publish the information, you can always ask. Even if the restaurant takes small steps—composting kitchen scraps, recycling, or not serving water until a guest asks for it—it can still make a difference! What can you do to make your event more environmentally friendly? List at least two to three ideas.

What Will Be Served? Now that you have agreed on some of the specifics of your meal, it’s time to think about what you’d like on your menu. What were some of the possible menu items?

Current Trends in the Food and Beverage Industry Incorporating current trends into your menu can make it more interesting and memorable. According to the National Restaurant Association’s 2012 Chef Survey, some recent trends include:  Food trucks that serve unusual or  Slow food movement: serving locally gourmet meals grown foods prepared in traditional ways according to the local culture  Produce, meats, and seafood that are locally produced or sourced  Food-allergy-conscious cuisine (such as gluten free, meaning the food contains Sustainably grown food and sustainable  no wheat or other foods that contain practices in restaurants gluten)  Organic food  Unusual types of fish (branzino, Arctic  Cuisine that helps you be healthy (low char, barramundi) fat, reduced sodium, high in antioxidants,  Locally made/artisan cheeses and ice high fiber) creams  Fast casual dining (high-end food served  Healthy meals for children in a casual, quick-serve setting)

Identify one or two trends you might want to include in your meal.

Researching Meal Options Now that you have decided on the specifics of your special meal, you need to do research on restaurants, caterers, and so on that might be able to provide you with this meal. Use the chart below to help you keep track of the possibilities. An example is provided. If you run out of space, copy the chart into your notebook. Research at least three to five restaurants/caterers in the specific location you will be highlighting for your destination project before you make up your mind. Choose which restaurants you want to research as a group, and divide up the research so that you are each in charge of researching one or two.

Restaurant/Caterer Advantages Disadvantages Source of Info Name and Location

Nori Teppan Grill Chef cooks food at your Expensive; can be NoriTeppanGrill.com table/puts on a show; noisy; not too close to won awards for best the hotel Japanese food in town; lots of menu options

Restaurant/Caterer Advantages Disadvantages Source of Info Name and Location

Our restaurant or caterer will be:

Determining the Cost Now, go back and review the source of your information—the website, menu, or caterer’s brochure. You need to determine an approximate cost for this meal so that it can be included in the total cost of your vacation package. Make sure to consider all the potential elements of your meal:  Appetizer or salad  Entrée  Dessert  Beverage  Tip for waitstaff (15%–20% is typical, and depending on the size of your party and the type of service, it is often included in the bill. More expensive or popular venues may expect 25%.)  Costs for tables, chairs, or linens if your venue has to rent them (not as common in a restaurant but can be an issue with catering a meal) Example: At Nori Teppan Grill, appetizers are included in the price of the meal. The average entrée price is $32. Desserts average $5. Drinks like iced tea or soda average $3. That means the average cost per person would be around $40. Allowing for a tip and for some variation in what people ordered, we should add about $45 to the total cost of our vacation package to cover this meal.

In the space below, use your research materials to figure out how much this meal is likely to cost your guests.

Writing the Meal Plan Each member of your team needs to write part of this meal plan. Use the chart below to help you divide up the work.

Meal Plan Section Who Will Write It

Introducing the Meal (purpose/theme//location/what makes it special, why we picked it, what else we considered)

Service and Pricing Details (how will it be served, how much will it cost)

Menu Details (what will be served)

Incorporating Trends (what trends the menu includes, how is the meal environmentally friendly)

Conclusion The entire group will work together to write this.

Student Resource 7.4 Example: Meal Plan

We want to offer a farewell dinner on the last night of our high school vacation package. We think that having a special dinner to celebrate the end of the trip will be a memorable experience for those who choose our package. We decided not to have a theme meal that was connected to our location because Calgary’s history has a lot of Western/cowboy themes, and we didn’t think that would be very popular with our guests. We seriously considered having a catered meal outdoors in one of the many parks, but the catering prices were high, and we were concerned about how environmentally friendly a catered meal in a park would be. After looking at several restaurants, we felt Nori Teppan Grill was a good fit. Its prices are manageable, and it has an exotic ambiance indoors, with an indoor koi pond and a small waterfall. We also thought our guests would enjoy the live-performance aspect of the restaurant; the chef cuts, cooks, and serves the food right in front of you, and some of the chefs get very creative with special cooking tricks. On the website they showed a chef making a tower of onion slices and then setting it on fire! Nori Teppan Grill does plated service, like most restaurants. The service is a little bit different, though, because the chef cooks right at the table, on a built-in cooktop. Appetizers and entrées are prepared on the cooktop; salads, desserts, and drinks are handled by servers. After considering the menu, we think $45 per person should cover the cost of a good meal for our guests. Nori’s appetizers are included in the entrée price, which averages $32 per person. Add a dessert and a beverage to each meal, plus tip, and we think $45 should cover our costs. Nori’s menu offers a variety of options. We would plan to offer grilled shrimp and vegetables with dipping sauces for an appetizer, along with miso soup. All their entrées are cooked to order on the stovetop and served with fried or steamed rice and more grilled vegetables. We would offer three entrée choices: chicken, steak, and shrimp. For dessert, we would offer several different flavors of locally made ice cream, including green tea, passion fruit, or guava for guests who want a more unusual dessert flavor. Drinks include hot tea, iced tea, sodas, and sparkling water. By choosing the Teppan Grill, we have embraced several popular trends. First of all, our menu includes healthy options: grilled vegetables, shrimp entrée, steamed rice. A vegetarian guest could find enough to eat between the vegetables, miso soup, and rice, plus dessert. The restaurant also specifies that it can work with guests who have specific allergies, such as allergies to peanuts or wheat. The Teppan Grill is obviously an ethnic restaurant, which is very popular. Nori’s desserts include some exotic fruit flavors, such as passion fruit and guava, which are very popular right now, and the ice cream is locally made, which is also trendy. In addition, the restaurant emphasizes its use of sustainably farmed meat, poultry, and seafood. The restaurant also emphasizes sustainability in its practices. On its website, the restaurant explains that it stopped using disposable chopsticks because it was creating a lot of waste. Now the restaurant provides reusable chopsticks along with silverware. The website also points out that the Teppan Grill experience actually means fewer dishes need to be washed, because the food is cooked right in front of the customers and appetizers and entrées are served on the same plate. The restaurant emphasizes that its koi pond and waterfall use recycled water, and it also participates in a biodiesel program that recycles its cooking oil. In conclusion, we think that Nori Teppan Grill will be a memorable place to hold the farewell dinner on the last night of our vacation package. The prices are within our budget, the menu offers plenty of variety, and the restaurant uses responsible and sustainable practices, all of which will add up to a great farewell dinner.

This lesson introduces students to the entertainment sector, which includes businesses ranging from museums to sports arenas. Students will explore the wide variety of establishments within the entertainment sector and identify which demographics each sector appeals to most. They will apply this information to planning entertainment activities for their high school vacation packages. Advance Preparation  In Class Periods 2 and 3, students will need access to computers for Internet research (one to two students per computer).  Gather materials for students to use to design their entertainment itineraries. This includes bringing guidebooks, travel magazines, and website resources to class, or arranging to visit a library. Also, collect vacation package materials to show students before they begin working on their own projects, specifically those that offer multiple entertainment options. These materials can be found at travel agencies, tourist centers, and online.  Consider giving each group a budget to work within when creating their entertainment itineraries. Make sure the amount you choose is appropriate for the location students have chosen. This lesson is expected to take 4 class periods.

Lesson Framework Learning Objectives Each student will:  Describe the types of establishments that make up the entertainment sector*  Make inferences about potential entertainment choices based on demographic information  Summarize the important information a traveler needs to know about a specific entertainment activity  Develop a sample itinerary for a high school vacation package *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Assessment Product Means of Assessment

An entertainment itinerary for a high school Assessment Criteria: Entertainment Itinerary vacation package (Student Resources 8.2 and (Teacher Resource 8.3) 8.3)

Prerequisites  Familiarity with psychology of consumer motivation  Understanding of economic impact of hospitality and tourism businesses

Instructional Materials Teacher Resources  Teacher Resource 8.1, Guide: Sticky Note Discussion  Teacher Resource 8.2, Guide: Entertainment Itinerary  Teacher Resource 8.3, Assessment Criteria: Entertainment Itinerary  Teacher Resource 8.4, Key Vocabulary: Entertainment  Teacher Resource 8.5, Bibliography: Entertainment Student Resources  Student Resource 8.1, Reading: What Do Travelers Do for Fun?  Student Resource 8.2, Assignment: Planning an Itinerary, Part One  Student Resource 8.3, Assignment: Planning an Itinerary, Part Two

Equipment and Supplies  Blackboard, whiteboard, or flip chart  Sheets of chart paper  Computers with Internet access (one for every one to two students)  Vacation package materials, specifically chosen for their entertainment offerings (for example, sightseeing tours and amusement park packages)  Sticky notes

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Sticky Note Discussion: Recommending Activities In preparation for learning about the entertainment sector, students activate their prior knowledge by making recommendations for specific travelers visiting their community. Before class begins, cut out the traveler profiles provided in Teacher Resource 8.1, Guide: Sticky Note Discussion. Attach each profile to a sheet of chart paper and post the sheets around the room. Post the first profile (about the twin boys) at the front of the room. When class begins, explain that each of the sheets of chart paper has a traveler profile on it. These are all people who are staying in or near your community, and they need advice. Make sure students understand that you’re talking about your actual local community for this activity, not the students’ culminating project locations. The students’ job is to make suggestions about local activities. You may wish to give students some appropriate geographical guidelines. For example, if you live in Los Angeles, students can include Disneyland, which is in Orange County. To get them started, read aloud the example about the twin boys, which should be posted at the front of the room. Ask students to think for a minute and then discuss their ideas with a partner. Invite each pair to share one suggestion for the boys’ birthday celebration. For example, students might suggest a trip to a local amusement park, a trip to the beach, tickets to a sporting event, or tickets to a concert. Once students understand the process, distribute a stack of sticky notes to each pair of students. Ask them to circulate through the classroom and post suggested activities for each traveler profile. Then ask students to return to their seats.

Step Min. Activity

Divide the class into six groups and assign each group to one of the profiles. Ask students to read over the notes on their profile and remove any repetitive suggestions. Explain that students will be revising these suggestions, but first they need to learn a little more about the topic of entertainment in general.

2 30 Reading: What Do Travelers Do for Fun? Students broaden their understanding of entertainment businesses by reading about the different entertainment options available to travelers and applying that knowledge to the traveler profiles they just read. Review Student Resource 8.1, Reading: What Do Travelers Do for Fun? Explain that this reading will introduce students to the wide range of entertainment options available to travelers. Let students know that once they have finished the reading, they will use this information to help them revise and refine the suggestions for their specific traveler. Before students read, post the following directions on the board or on a sheet of chart paper:  Finish the reading.  Review the suggestions for activities for your traveler.  Group the suggestions by category: leisure, recreation, amusement, arts and entertainment, and sports.  Arrange the groups on the chart paper based on what you think the person is most likely to enjoy. Put the category you think they’ll like best at the top of the page, and what you think they’ll like least at the bottom of the page. For example, if you think the teenage twins will like amusements more than arts and entertainment, put amusement ideas at the top and put arts and entertainment ideas at the bottom. Take the last 5–10 minutes of class and invite each group to share the following:  Who their traveler(s) is/are  What the needs and wants are of travelers in this segment  What type(s) of entertainment they put at the top of the page and why they put it there Use this opportunity to correct any misunderstandings students have about the types of entertainment. Let students know that in the next class period they will begin to apply this knowledge to their projects. Save the sheets of chart paper for use during the next class period.

CLASS PERIOD 2

3 25 Culminating Project Work: Entertainment Itineraries

Students begin developing itineraries for their vacation packages by brainstorming possibilities in their project groups. Begin class by asking students to move into their project groups. Explain that travel agents and event planners often arrange entertainment and activities for their clients’ trips. Since the students are acting as hospitality professionals in planning their

Step Min. Activity

vacation packages, they too need to come up with entertainment options for their clients. You may wish to refer to Teacher Resource 8.2, Guide: Entertainment Itinerary, to help you prepare for the itinerary research and to share some of the information with students before they begin their research. Ask students to read Student Resource 8.2, Assignment: Planning an Itinerary, Part One. This will introduce the concept of an itinerary and will explain the specific guidelines for their project itineraries. Tell students that URLs to access sample professional itineraries are included in this section. Assign students to computers with Internet access (one for every one to two students). Ask them to go online and examine each of these itineraries so that they can see how information is organized and understand more fully what they need to create. While they are reading, distribute a large sheet of chart paper for each project group to use. If you have decided to give students a budget to work with, give it to them now and explain that it will be important to stay within their budgets so that the itinerary is affordable for their target market. If you have not given them a set amount, remind them to keep track of how much everything costs as they draft their itineraries. Next, ask students to review their understanding of the assignment with their group mates. Some sections require the group to make one list on a master student resource, some ask for students to work independently, and some need students to divide up categories to work on. Call on each group and ask them to tell you one thing they learned from the reading section of this resource. Also instruct each group to ask a question about this portion of the assignment. Use this time to clear up misunderstandings. Explain that students will have approximately 15 minutes to work on Step 1: What Might Your Guests Enjoy? and brainstorm potential ideas for their trip. Groups should work together to create a list of as many ideas as possible, using one student resource from a member of the group to create this master list. Also, post or display the sheets of chart paper from Class Period 1. Encourage students to look over the sticky notes to get additional ideas.

4 25 Culminating Project Work: Itinerary Research

In this activity, students apply their understanding of different types of entertainment to research information for their itineraries. Now explain that students will need to create a list of activities that are specific to their destination. Identify any computers, guidebooks, or other research materials and give students the rest of the class period to work on Step 2: What’s Available at Your Destination? from Student Resource 8.2. Tell them to keep track of this information on their chart paper. For homework, tell students to keep thinking about the possibilities and write down any new ones that occur to them. They can add them to the chart paper in the next class period.

CLASS PERIOD 3

Step Min. Activity

5 40 Culminating Project Work: Itinerary Research (Continued)

In this activity, students continue to gather research for their itineraries. This activity also focuses on the following college and career skills:

 Demonstrating teamwork and collaboration  Prioritizing and completing tasks without direct oversight  Locating, evaluating, and applying information Begin class by reading Student Resource 8.3, Assignment: Planning an Itinerary, Part Two. Give students a few minutes to read this resource independently, including the assessment criteria by which their work will be assessed. Call on different students to paraphrase each criterion to ensure that all students understand what they need to do. Emphasize to students that this is their last full class period to conduct their itinerary research. Assign students to computers with Internet access (one for every one to two students). Give them time to do research and work their way through Student Resource 8.3. Circulate through the classroom, making sure that each group divided up the work appropriately, and answer any questions.

6 10 Culminating Project Homework: Choosing Activities For homework, students choose the activities they like best, and they will compare them in the next period prior to writing an itinerary draft. When approximately 10 minutes remain in class, ask students to evaluate how far they have gotten. If necessary, they need to complete this part of the assignment for homework. They also need to choose which activities they think would be the best for their itinerary and to be prepared to explain their choices. Students should thoroughly examine the list that has been growing on their group’s chart paper and jot down notes in their notebook.

CLASS PERIOD 4

7 10 Culminating Project Work: Choosing Activities Students share their activity choices with their group mates in preparation for creating their project itinerary. Tell students to get into their project group and take turns telling their group mates which activities were their top choices and why. As a group, make a decision about which activities to include, in what order, in the itinerary.

8 30 Culminating Project Work: Writing the Itinerary Students work together to draft their itinerary.

Step Min. Activity

This activity focuses on the following college and career skills:  Working effectively with a diversity of individuals and perspectives  Utilizing time efficiently while managing complex tasks Tell students to spend this time sketching out the details of their itinerary. Walk among the groups, making sure that they are making good progress and offering suggestions and support as appropriate.

9 10 Discussion: Sharing Favorite Activities Students have an opportunity to hear each other’s favorite activities in their respective itinerary. When about 10 minutes remain in class, tell students that they will now get to hear each other’s favorite activities in their itinerary. Tell students to get out their notebook. As they listen to each group share, instruct them to write down each of the activities they hear. Next to every activity that appeals to them personally, tell them to place a check mark. Give students a minute to choose an activity to share with the other groups, then have each group share. Write the activities on the board. When the groups are done, ask for a show of hands for each activity as to whether the students put a check mark by it. Note whether some activities are much more popular than others, or more popular with boys or girls. Assess the itineraries using Teacher Resource 8.3, Assessment Criteria: Entertainment Itinerary. If students need more time to finalize their itineraries, set a due date for turning them in. Conclude the lesson by telling students that they have just experienced some of what event planners, travel agents, and tour companies go through as they create vacation packages. In fact, event planners are often in charge of hiring the entertainment in a wide variety of situations. Note that they will be adding to these itineraries in future lessons until they include all of the information that a professional travel itinerary for a vacation package would have.

Extensions Content Enrichment  Have students work with two or three other groups to produce an entertainment itinerary that spans several places over a three-week period. How would they make each destination on the tour as fun as the others, each in its own way? Encourage them to make sure each destination provides a form or entertainment that is unique to the location, yet still appeals to the demographic.  Tell students to conduct more research on the different categories of entertainment in their own town. Which category has the most businesses in it? Why is it so popular? Which forms of entertainment are missing, and of those, which do the students think would be a success? Then they can create a catalog that lists all of the local entertainment options by category.

STEM Integration  Engineering: Roller coasters are a thrilling tourist attraction for kids and adults alike. Using this activity from Teach Engineering (http://www.instructables.com/id/Marble-Roller-Coaster/), have groups of 3-4 students design marble roller coasters in your classroom. Be sure to discuss the concepts of momentum, speed, gravity, kinetic energy and potential energy. For more background on the science behind roller coasters, see this complementary activity from the same website: (https://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_rollercoaster _music_less/duk_rollercoaster_music_less.xml).  Math: Guide students to chart the economic growth or decline of one entertainment business during the past 75 years.  Math: At any given time, many cities in the United States are considering building a new stadium for a local sports team. New stadiums can be controversial: they often cost a city a lot of money, and it’s not always clear how much economic benefit the city will gain. Choose a city that is considering constructing a stadium. Working in groups of 2-3, tell students to research the cost of the stadium and the amount of revenue that the stadium is predicted to bring in. They should keep track of the source of their numbers and write a description of how each numbers was figured out. Do the numbers show that the stadium will benefit the city economically? Groups should compare not only their answers to that question, but the sources of their figures and how the sources calculated their numbers, demonstrating the different approaches can sometimes lead to different conclusions about the cost of a project.  Science: In many places throughout the world, historic buildings and structures are a major sightseeing draw for tourists. Therefore, preserving these buildings and structures is vital to the tourism economy. Use lessons 1-3 in this lesson plan from the Michigan Alliance for Conservation of Cultural Heritage (http://www.macch.org/wp- content/uploads/2010/11/Historical_Building_Preservation.pdf) to teach students some of the underlying chemistry involved in erosion and preservation of buildings. You may want to coordinate with your school’s chemistry teacher to provide background and answer student questions.  Technology: If students have access to the Internet, consider instructing them to use an online calendar (such as Google calendar) to create a shared itinerary schedule.  Technology: No matter how popular an attraction is, it has to keep changing in creative ways in order to maintain that popularity. If you have a zoo in your community, ask students if they’ve been to it, what they like, don’t like, and what might make them interested in returning. Otherwise hold the same conversation about another animal-related local attraction before showing students this video, about innovation at a zoo: https://www.youtube.com/watch?v=dWk2ID8EhqU. If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see www.keepvid.com) or a similar program. Additional Cross-Curricular Ideas  English Language Arts: Have students write an essay about one entertainment business that holds special meaning to them, and explain why it does. Tell them to connect that meaning to their own motivations for choosing entertainment options.  History: Instruct students to research historical sites in your community and the surrounding region. Have them briefly note the significance of the historical sites and then use the sites to develop an itinerary for use by potential visitors.

Teacher Resources

Resource Description

Teacher Resource 8.1 Guide: Sticky Note Discussion

Teacher Resource 8.2 Guide: Entertainment Itinerary

Teacher Resource 8.3 Assessment Criteria: Entertainment Itinerary

Teacher Resource 8.4 Key Vocabulary: Entertainment

Teacher Resource 8.5 Bibliography: Entertainment

Teacher Resource 8.1 Guide: Sticky Note Discussion

Before class begins, copy and cut out these descriptions and attach each one to a different sheet of chart paper. Then post the sheets of chart paper around the room. Post the first profile (about the twin boys) at the front of the room.

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Twin boys are about to celebrate their 16th birthday. Their grandma has decided that she wants them to have a really great celebration, so she has agreed to pay for them and their two best friends to do anything they want for a day. What would you suggest that they do?

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An executive is in town on a business trip, but one of her meetings got cancelled and she has a free afternoon. She’s tired of her hotel room and wants to do something to relax and have fun. What could she do?

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The basketball team from an out-of-state college is in town for a tournament. They’ve got an extra day scheduled once the tournament ends, and they’d like to do something together to build team spirit and unity. What could they do?

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A family can’t afford to go anywhere for their summer vacation, but the mom and dad are taking a week off work to spend time with their 9-year-old boy and 12-year-old girl. They live nearby and can take day trips, but they don’t want to have to spend a lot of money or stay in hotels. What types of local activities could they do?

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A man wants to take his new wife away for a romantic weekend. What types of activities could he arrange?

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A grandfather is on a trip to visit family. He can’t do really active things, but he wants to spend the day with his two teenaged grandchildren. What type of activities could the grandfather and his grandchildren enjoy together?

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A group of girls is planning a bachelorette party for one of their friends, who is getting married. The friend is very conservative and shy, so they don’t want to do anything too outrageous or risqué, but they want her to relax and feel special before her big day. What should they arrange to do with her?

Teacher Resource 8.2 Guide: Entertainment Itinerary

This information will help you prepare for the itinerary research. You may want to share some of this information with the students before they begin.

In this lesson, students will continue culminating project work, which includes designing an itinerary for the destination they chose for the high school vacation package. This assignment will be assessed using criteria listed in Teacher Resource 8.3, Assessment Criteria: Entertainment Itinerary. It may be helpful to maintain an ongoing list of good websites specific to the sites your students chose for their vacation packages. As with all elements of this project, Internet research will be the most effective. If it is not available, students will need guidebooks, magazines, and printed versions of Internet materials to do their research. Here is a list of helpful sites to get students started:  “Recreation and Travel within the U.S.” USA.gov, https://www.usa.gov/recreation-and-travel  “USATourist News Magazine.” USATourist.com, http://www.usatourist.com/  “Find Attractions and Oddities.” RoadsideAmerica.com, http://www.roadsideamerica.com/  “14 Top-Rated Tourist Attractions in the USA.” PlanetWare, http://www.planetware.com/tourist- attractions/usa-us.htm Students will also need to search through guidebooks, travel websites, visitors or tourism bureaus, newspapers, and travel magazines. Don’t forget AAA and chambers of commerce as well as websites like Yelp, which also list local attractions. To help students stay organized and keep all of their work together, consider starting a group project folder if you have not already done so.

Teacher Resource 8.3 Assessment Criteria: Entertainment Itinerary

Student Names: ______

Date: ______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The itinerary reflects an appropriate range of activities, including one from each category. □ □ □

The itinerary is feasible, reflecting realistic estimates for travel time, costs, and so on. □ □ □

Each activity is briefly described in a way that provides all necessary information and makes the activity sound □ □ □ interesting or appealing.

The itinerary is neat and professional. □ □ □ All text is legible, with proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 8.4 Key Vocabulary: Entertainment

Term Definition admission ticket Piece of paper or electronic proof indicating permission to enter an event or attraction and showing that the cost of entry has been paid. arcade A business offering coin-operated games and rides; often includes opportunities for visitors to win prizes. attraction A business, monument, natural structure, body of water, or other object of interest that draws tourists. ballet A theatrical performance combining dance and music. box office A place to buy tickets to sports, theater, musical, and other performances. buffet A type of restaurant in which food is served on a large table or counter from which guests serve themselves and eat as much as they want. day spa A business that offers beauty treatments for hair, skin, and nails, as well as massages, saunas and hot tubs, and other relaxation activities. guiding and touring Businesses that lead people on short trips such as river rafting trips, companies sightseeing expeditions, and mountain climbing tours. These companies are responsible for keeping people safe and informing them about their surroundings. itinerary A detailed list of activities a traveler will undertake; often includes flight, accommodation, and entertainment information. leisure Rest and relaxation; activities that don’t demand a lot of responsibility or decision making. opera A theatrical performance combining singing and instrumental music. planetarium A huge auditorium with a dome-shaped ceiling and a projector that displays the planets and the stars on the ceiling; also provides educational activities that teach guests about the universe. souvenirs Gifts and keepsakes that represent the activity, the event, or the place.

Term Definition spectating To be present as a spectator, watching a show, a performance, or an event. venue Location of an event, such as a building, a sports arena, or a theater stage.

Will Call The office where purchased tickets are held for pickup.

Teacher Resource 8.5 Bibliography: Entertainment

Online “Athletes and Sports Competitors.” US Department of Labor: Bureau of Labor Statistics, http://www.bls.gov/ooh/entertainment-and-sports/athletes-and-sports-competitors.htm (accessed February 22, 2016). “Box Office.” Wikipedia, http://en.wikipedia.org/wiki/Box_office (accessed February 22, 2016). “Learning Landscapes: Tourists and Travelers.” U.S. Department of the Interior, Bureau of Land Management, http://www.blm.gov/wo/st/en/res/Education_in_BLM/Learning_Landscapes/For_Travelers.html (accessed February 22, 2016). “Origin of ‘Box Office.’” The Phrase Finder, http://www.phrases.org.uk/bulletin_board/13/messages/886.html (accessed February 22, 2016). “Will-Call.” PainintheEnglish.com, http://painintheenglish.com/case/168 (accessed February 22, 2016).

Student Resources

Resource Description

Student Resource 8.1 Reading: What Do Travelers Do for Fun?

Student Resource 8.2 Assignment: Planning an Itinerary, Part One

Student Resource 8.3 Assignment: Planning an Itinerary, Part Two

Student Resource 8.1 Reading: What Do Travelers Do for Fun?

Imagine your perfect vacation. Think about what it looks like and what it feels like. Now think about what you are doing. Are you relaxing, laying back in the sun, or strolling down a city street? Are you active, paddling down a river or trying some new challenging activity? Or are you challenging your mind, exploring a museum or listening to a concert? While everyone expects to be entertained on a vacation (and even hopes to be on a business trip), that entertainment can take very different forms, depending on the traveler. In order to take a closer look at the different types of entertainment businesses that exist, let’s first pretend that you are a concierge at a hotel. One morning, five different guests ask you for advice on how to best spend their day. While in reality, many travelers actually like to do a variety of types of activities, for our purposes we will pretend that each of these guests likes a different type of entertainment.

Types of Entertainment Entertainment businesses are typically organized into five categories: leisure, recreation, amusement, arts and entertainment, and sports. Businesses fall into these categories based on the consumer needs they meet and the activities they offer.

Guests #1: Jane and Bob Leisure Jane and Bob are a married couple in their early 60s. When they are on vacation, they like to relax and simply enjoy their vacation, spending time with each other, family, and friends. They also do not want to venture far.

As a skilled concierge, you know to recommend leisure activities to Jane and Bob. These are activities that can be enjoyed and performed by almost anyone. They require little or no athletic ability, and they are designed to help travelers relax and enjoy their vacations. You turn to your list of businesses that offer leisure activities: hotels (like your own!), shopping malls, touring companies, and beach resorts. You give Jane and Bob the following suggestions:

 Shopping: For souvenirs or antiques, in local shops or at discount outlets  Sightseeing: Taking a harbor cruise or sightseeing tour, or taking a stroll through the nearby park  Sunbathing: Either at the beach or by the pool—they could even have a picnic!  Pampering: With massage or spa treatments, wine tasting tours, or cooking classes How do these businesses make money? Leisure and recreation businesses earn money by charging tourists for souvenirs, entrance to the facility, or rides on busses or other guided sightseeing trips.

Guest #2: Marcus Recreation Marcus is an energetic and lively 22 year old. He tells you that he is getting a little stir crazy just hanging around the hotel, and he is looking for an adventure. He does not mind breaking a sweat, and he loves being outdoors. To Marcus, you recommend recreation activities. These require more energy and effort, but many tourists find them fun and exciting. You flip the page to your list of expedition companies, ski resorts, boat rental agencies, tour guide companies, skating rinks, and bike rental shops. You tell Marcus that he might have to travel a bit to get to the beautiful national park nearby. (Recreation activities are located at tourist resorts and near natural attractions.) You write down this list of ideas for Marcus:

Copyright  2007–2016 NAF. All rights reserved.  Water activities: Sailing, surfing, waterskiing, snorkeling, scuba diving, rafting, or kayaking  Exploration activities: Hiking, biking, rock climbing, horseback riding, or jogging  Adventure activities: Bungee jumping, zip lining, or paragliding  Winter activities: Ice skating, skiing, or snowboarding  Sports: Golf, tennis, or bowling How do these businesses make money? Recreation businesses earn money by charging tourists for entrance tickets, rental gear, trained guides, or lessons.

Guests #3: Juanita and Carlos Amusement Juanita and Carlos are traveling with their three kids. As a family, they love to compete and win prizes. They are also looking for activities geared more toward kids. You know just what to do. Juanita and Carlos are looking for amusement activities. You flip the page again, this time landing on your list of amusement parks, video arcades, casinos, and miniature golf parks (all of which are in or near the city). You draw up a list of ideas for Juanita and Carlos:  Games: Laser tag, paint ball, miniature golf, video games, or slot machines (for the adults!)  Rides: Roller coasters, go-karts, or water slides  Specialty venues: Haunted houses, inflatable playgrounds, or trampoline parks How do these businesses make money? Amusement businesses earn money through entrance fees, concession stands, and equipment rental fees.

Guests #4: Becca Arts and Tyrone Entertainment Becca and Tyrone are university students, both majoring in the arts. They love to learn about new things and to immerse themselves in the culture of a place, particularly loving the culture found in big cities. Becca and Tyrone are looking for arts and entertainment activities, which include historical, cultural, and educational activities. You turn now to your list of museums, parks, zoos, movie theaters, concert halls, and performing arts centers. Here is the list you give them:  Watching performances: The ballet, the opera, a concert, a play, musical or comedy show, or even watching a movie at a movie theater  Visiting cultural centers: The zoo, a museum exhibit, a planetarium, or an art gallery  Immersing in the culture: Going to a fair or festival or attending a lecture or reading How do these businesses make money? Arts and entertainment businesses make money by selling admission tickets, souvenirs, and food and beverages.

Guest #5: Akio Sports Akio is a huge fan of all sports: he loves to play and to watch pretty much anything. Helping him is easy. You open up your book to the list of sports arenas and sport memorabilia shops. You make the following list for Akio:  Watching a race: Bike race, marathon, or triathlon  Watching a team sport event: Soccer, baseball, basketball, volleyball, or sailing  Watching an individual sport event: Golf or tennis  Watching a major sports event: The Olympics, the Super Bowl, or the World Cup (these might be harder to arrange!)  Playing a sport: Intramural or pickup games

How do these businesses make money? Sports businesses, which include sports arenas, halftime performers, food and beverage vendors inside the arenas, and sports product vendors, profit by selling admission tickets, snacks and beverages, and jerseys and other collector’s items.

Student Resource 8.2 Assignment: Planning an Itinerary, Part One

Student Names: Date:

What Is an Itinerary? Itineraries are detailed lists of the planned events or activities on a trip. Itineraries help travelers keep track of what they are going to do each day and where. Some people may plan their trip months in advance, while others may be so busy they have a hard time remembering everything they would like to do. In both cases, an itinerary can help. The itinerary informs travelers about what they will be doing each day, such as going on a scenic helicopter ride over the Grand Canyon on one day, visiting the spa the next day, and seeing a play the next. The itinerary may tell travelers how to get to the helicopter site, spa, and performing arts center, travel time required, and whether they have paid for each event or service. Itineraries can be very general or very detailed, and they are often very helpful for travelers, especially travelers who sign up for vacation packages. Creating itineraries is an important part of a travel agent’s job. Sample itineraries are often included as a part of vacation packages. This is a way for potential travelers to imagine what their trip might look like before they sign up for it. Itineraries may also include transportation arrangements, such as flight or rental car information, and hotel information, such as check-in times. As you continue to work on this project, you will revise your itinerary to include more information about your trip. Here are examples of professional itineraries to help you see the kinds of information they contain and how they are organized:  https://www.ottawatourism.ca/travel-trade/itineraries/  http://www.visitwilliamsburg.com/media/sample-itinerary-grand-illumination-weekend/  http://www.educationaldiscoverytours.com/index.php/chicago-performing-tours

Planning the Itineraries Your vacation package needs to include an itinerary. It should include a wide variety of activities, including at least one activity from each of the five categories:  Leisure  Recreation  Amusement  Arts and Entertainment  Sports Before you begin completing the steps below, read through all of the areas you will be researching.

Step 1: What Might Your Guests Enjoy? On one group member’s copy of this resource, list in the following chart any activities you and your group can think of that your guests might enjoy. Use what you already know about your destination and the lists of activities the class came up with in the last class period to get you started. Try to list several possible activities for each category.

Category Possible Activities

Leisure

Recreation

Amusement

Arts and Entertainment

Sports

Step 2: What’s Available at Your Destination? Now you need to research what activities are available at your destination. You can do research using guidebooks, travel brochures, or Internet listings. Your goal should be to list at least three or four activities for each category.

To keep track of your research, write three columns on a big piece of chart paper, like this:

Activity Category Comments: Source of information, cost, and so on

Each time you find an activity that you think is worth considering, write it on the chart paper. This will become your master list from which you’ll make your choices of things to do each day.

You can divide up this work among group members in one of two ways: either by resource (one of you conducts online research, one looks through a guidebook, and so on) or by category (one of you researches leisure, one sport, and so on). If you choose the latter method, and you run across an activity for someone else’s category, let that person know about it before adding it to the chart.

Student Resource 8.3 Assignment: Planning an Itinerary, Part Two

Student Name: Date:

Directions: Before you begin, read through all of the instructions on this sheet and read the assessment criteria at the end of the sheet to make sure you understand how your work will be assessed.

Step 3: Narrow Down Your Choices Between everyone in your group, you’ve probably listed many more activities than your travelers can possibly do in a five-day trip. Now you need to narrow down your choices. Divide up the list you made in Student Resource 8.2 so that each member of your group has an equal number of activities to research further. Then work through the rest of this section, analyzing each activity. If you run out of space, complete the activity on notebook paper to keep in your notebook. The example activity is a model for the kinds of information to look for.

Accessibility Is this activity appropriate for your age group? For example, most people would not suggest a rock climbing or bungee jumping trip if you were planning for a group of senior citizens. For this trip, you need to remember that your guests are likely to be under 18, so your activities need to be appropriate for minors (no gambling, wine tasting, brewery tours, etc.). Some activities may require parent permission for minors, which means you will have to note that in your itinerary up front so that clients have time to take care of it before the trip starts. Also, remember that there are people with physical disabilities who may want to take your trip. You’ll either need to choose activities everyone can participate in, or you’ll need to give a couple of activity options at the same location to accommodate everyone’s physical abilities. For example, if you have a guest who is in a wheelchair, that person will probably not be surfing with your group unless you have made special arrangements.

Buying Tickets How much will this cost? Some activities offer a range of prices—for example, different seats for a play may cost different amounts of money, and a one-day ticket to an amusement park costs less than a weeklong pass. Also, many entertainment businesses offer child, student, military, group, and senior discounts, so that is another important aspect to research. Discounts can help travelers save a lot of money. Consider how far in advance tickets need to be purchased. For some events, tickets have to be purchased months before, and for others they can be purchased on the day of the event. Usually tickets need to be ordered in advance if the event has a limited capacity, such as a harbor cruise on a small boat, or if the event is very popular and well publicized, like a concert with a famous singer. You also need to know how you as the project coordinator or tour operator can buy tickets. In most cases, tickets can be purchased online or at the box office. You may be able to print tickets straight from the website. In other cases, you can call in and have them hold your tickets at the Will Call office, which means that you will pick them up (and in some cases pay for them) when you arrive at the event or activity. But, often, tour operators must pay in advance for tickets that they are reserving for the group. Decide whether the people on your trip need to pay you ahead of time for tickets that you reserve or if you can be reimbursed at the time of the event. In some instances, discounts are offered for large groups, so be sure to research this possibility.

Timing/Schedule You also need to determine the days and hours of operation. For example, some museums may be closed one or two days a week for maintenance, and some activities, such as skiing, are only available during certain seasons of the year. Finally, make sure you know how long the activity will last—a couple of hours or all day? Don’t plan too many activities in one day. Guests need enough time to get from one activity to another, but they also need time to relax. Make sure that what you planned for one day doesn’t create a problem for the next day, too. For example, if guests will be at a concert until 2 a.m. on one day, don’t schedule an early morning activity for the next day.

Transportation How will your guests get to each activity? The activity needs to be near the hotel or near a type of public transportation (bus, train, subway, etc.) for easy access. You also need to consider travel times. If a particular activity or attraction is far away from your guests’ hotel, they might spend more time getting to and from the activity than they spend actually doing it—and most guests won’t like that.

Weather/Clothing What is the weather going to be like at the time of year your guests are visiting? That may affect which activities you choose, or it may mean that you need to provide additional advice to your guests. For example, an amusement park is often open year-round, but if your location gets very hot in the summer months, you may need to suggest that your guests plan to wear lightweight clothing and a hat. If you want to schedule a whitewater rafting trip, you will probably need to give guidelines about how your guests dress (for example, “wear clothes that can get wet”). Also consider whether guests will have time to go back to their hotel between activities. If you plan for them to be at the swim park all day and then go directly to a fancy dinner, they won’t have the correct attire.

Food and Beverage You need to know about the types of food and beverage available at or near these activities. For example, a sports arena will probably offer hot dogs, soft drinks, and popcorn. A spa might offer healthy snacks and drinks. Amusement parks will offer everything from breakfast to dinner options. If travelers can eat at an entertainment venue, that saves further trip planning. Be sure to have estimates for expected food and beverage costs.

Activity Example: Horseback-Riding Trip Researched by: Johann

Accessibility Need parent permission, can accommodate some disabilities with advance notice.

Buying tickets Rides need to be arranged with at least 24 hours notice; seven-day notice recommended during spring and summer; with student discount, tickets are $75 apiece including shuttle service.

Timing/schedule No trips between November and March; trips offered seven days a week. Including shuttle, five-hour trip, from 8 a.m. to 1 p.m.

Transportation The ranch offers a door-to-door shuttle service for an additional fee of $10 per person.

Weather/clothing No trips during storms/snowy weather; need to wear long pants (jeans) and closed-toe shoes with a low heel (trail or running shoes).

Food and beverage Ranch offers bottled water and snacks after the ride; can arrange for boxed lunch for additional fee of $7.50 per person.

Activity: Researched by:

Accessibility

Buying tickets

Timing/schedule

Transportation

Weather/clothing

Food and beverage

Activity: Researched by:

Accessibility

Buying tickets

Timing/schedule

Transportation

Weather/clothing

Food and beverage

Activity: Researched by:

Accessibility

Buying tickets

Timing/schedule

Transportation

Weather/clothing

Food and beverage

Activity: Researched by:

Accessibility

Buying tickets

Timing/schedule

Transportation

Weather/clothing

Food and beverage

Activity: Researched by:

Accessibility

Buying tickets

Timing/schedule

Transportation

Weather/clothing

Food and beverage

Step 4: Plan Your Itinerary Now you need to plan your itinerary. With your group mates, decide how you will divide up the work. Use these tips and the example on the next page to help you.

Things to Remember  You need to include at least one of each category of activity (leisure, recreation, amusement, arts and entertainment, sports).  Your itinerary should include time, cost—including additional costs that will not be included in your planned package—clothing, and transportation information. You may want to mark down the meals (breakfast, lunch, dinner), but you do not need to provide any information about meals at this point.  You may also want to allow for some flexibility in your schedule if there are activities that you think only some of your guests would wish to participate in—for example, if you think the girls might like a trip to a spa but you doubt the boys will.

Example of Part of an Itinerary ______Calgary Trip Itinerary Day 4

Breakfast  Horseback-riding in the mountains  Time: 8 a.m. to 1 p.m. Cost: $75 per person  Meet in the hotel lobby at 7:45 a.m. to catch the shuttle to Ridgeback Ranch. Wear long pants and closed-toe shoes. Ride along mountain trails, encountering deer and wildlife along with the beautiful Canadian scenery. The ride will last approximately three hours, followed by the shuttle ride back.

Lunch  Afternoon: Spa treatment or time to relax on the hotel grounds  Group excursion to the Oh Canada Spa for massages, facials, or other spa treatments. Meet in the hotel lobby at 2:30 p.m. Otherwise, take time to relax—catch a movie in the theater near the hotel, lounge by the pool, or take a stroll through the gardens before dinner.

Make sure your assignment meets or exceeds the following assessment criteria:  The itinerary reflects an appropriate range of activities, including one from each category.  The itinerary is feasible, reflecting realistic estimates for travel time, costs, and so on.  Each activity is briefly described in a way that provides all necessary information and makes the activity sound interesting or appealing.  The itinerary is neat and professional.  All text is legible, with proper spelling and grammar.

This lesson introduces students to the role that cruises play in the hospitality and tourism industry. After a brief overview of water transportation and the history of cruise ships, students focus on how cruises have become a dominant element of the modern hospitality industry. As students research the kinds of cruises that are popular in a particular region of the world and listen to their classmates’ findings, they realize how huge and varied the cruise industry is and its importance as a key sector of tourism. Advance Preparation  In Class Periods 2 and 3, students will need access to computers for Internet research (one student per computer).  In Class Period 3, students will also need a printer in order to download photos for their posters.  Consider contacting local travel agents and asking them to share any materials they may have about cruises/choosing a cruise for students to use. This lesson is expected to take 4 class periods.

Lesson Framework Learning Objectives Each student will:  Identify the types of activities and amenities tourists need and want on a cruise ship  Evaluate how a specific cruise may appeal to different demographic segments  Describe the differences between a range of cruises that are popular today* *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).

 Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Compare and contrast services and products from related industries to understand and evaluate how they impact the delivery of travel and tourism products and services to customers (Common Career Technical Core 2012, HT-TT 8)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10) Assessment

Assessment Product Means of Assessment

Assessment Criteria: Cruise Poster (Teacher Poster about a cruise (Student Resource 9.2) Resource 9.3)

Prerequisites  Understanding of the economic importance of hospitality and tourism  Understanding of consumer motivation  Familiarity with the role of demographics in the creation of hospitality products and services  Understanding of the four major sectors of the hospitality and tourism industry  A basic understanding of the role of travel agents

Instructional Materials Teacher Resources  Teacher Resource 9.1, Presentation and Notes: The Evolution of Cruises (includes separate PowerPoint file)  Teacher Resource 9.2, Guide: Cruise Research  Teacher Resource 9.3, Assessment Criteria: Cruise Poster  Teacher Resource 9.4, Key Vocabulary: The Cruise Industry  Teacher Resource 9.5, Bibliography: The Cruise Industry Student Resources  Student Resource 9.1, Reading: The Evolution of Cruises  Student Resource 9.2, Poster: Cruise Research Equipment and Supplies  Blackboard, whiteboard, or flip chart

 LCD projector and computer for PowerPoint presentation  Computers with Internet access (one for each student)  Printer  Chart paper (at least one sheet for every three to five students)  Markers, colored pencils, and other art supplies for making posters

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Think, Group, Share: What’s on a Cruise Ship? Students activate prior knowledge about wants and needs to determine what they think a guest needs and wants on a cruise ship. This activity prepares students to learn more about cruises. Before class begins, post the following questions on the board or on a sheet of chart paper:  What amenities or services do you need on a cruise ship?  What amenities or services do you want on a cruise ship?  How do you think a cruise is similar to or different from a resort? When class begins, explain that this is the start of a unit on transportation and that the students will begin by studying water transportation, focusing on cruises. Point out that for a long time, water transportation was the primary method of long-distance traveling. Although air travel is now the most popular form of long-distance travel, the cruise industry has become one of the fastest growing segments of the travel and tourism industry. Today millions of people take a cruise each year. Ask students to read over the posted questions and then answer them in their notebook. Remind students to think about the difference between wants and needs, as they learned earlier in the course. Reassure students who don’t know anything about cruises that they will have the opportunity to revise their answers once they have learned more about cruises and cruise ships. Give students a few minutes to write; then assign students to groups of four and ask them to share their answers with their group mates. Let groups discuss among themselves for a few minutes. Then ask each group to share at least one thing they listed as a need. Make a list of the needs on the board. Repeat

Step Min. Activity

this process with the wants. Encourage students to add to their own lists based on the suggestions of other groups. Let students know that they will be returning to this discussion once they have learned a little more about cruises and cruise ships. Ask students to continue to add to or revise their answers in their notebook during the next activity.

2 30 Presentation: The Evolution of Cruises

This activity gives students a brief history of cruises as well as provides them with an in- depth understanding of the important role cruise ships play in today’s hospitality and tourism industry. It also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion of the PowerPoint presentation in the next activity using Teacher Resource 9.1, Presentation Notes: The Evolution of Cruises. Have Teacher Resource 9.1, Presentation: The Evolution of Cruises (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Tell students that they will now have an opportunity to augment their lists of cruise ship passenger needs and wants and to learn about cruises by watching a presentation about how cruise ships evolved into the important tourism sector that they are today. As they watch the presentation, instruct students to keep adding to their lists and answers, and to be prepared to discuss their additions when the presentation is over. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. This presentation is duplicated as Student Resource 9.1, Reading: The Evolution of Cruises. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, ask students to review the additions they made to their notes with their group mates. Ask each group to share at least one need and one want that they added during the presentation. Add these to the lists you started on the board or on chart paper. Then ask students:  Now that you’ve seen this presentation, how would you answer the question, “How have cruises changed over the past 100 years?” Give students a couple of minutes to consider their answers. Call on a volunteer to share his or her thoughts. Students’ answers should reflect the fact that in the past, ships were a means of transportation. They were supposed to be elegant and comfortable, but they were mainly a means of travel. Now ships are a floating resort, an entertainment venue, and a form of transportation all rolled into one. Passengers have high expectations that there will be a wide range of food types, activities, and so on. Let students know that they will learn much more about cruise offerings in the next class period. You may want to gauge student understanding by assessing the notebook entries on a credit/no-credit basis.

CLASS PERIOD 2

Step Min. Activity

3 50 Group Work: Researching Cruises

Students begin to research cruises in specific regions of the world to gain perspective about the huge market for cruises worldwide. This activity focuses on the following college and career skills:  Demonstrating teamwork and collaboration  Utilizing time efficiently when managing complex tasks  Locating, evaluating, and applying information Before class, review Teacher Resource 9.2, Guide: Cruise Research, and make the necessary advance preparations. Begin class by dividing the students into groups of four (give students a chance to work with students who are not in their culminating project groups) and assigning each group a cruise region from the list provided in Teacher Resource 9.2. Review Student Resource 9.2, Poster: Cruise Research, with students and give them a few minutes to read through it. Answer any questions. Ask students to read the assessment criteria by which their work will be assessed. Call on different student volunteers to offer an example of what each criterion is asking for. For example, what would be an interesting fact to know about a cruise ship? Answer any questions. Make sure each student has a computer to use for research. Because it is unlikely that students have investigated cruises before, it is a good idea to show students one of the cruise websites and navigate it together. Show students how to find the information they need by exploring different tabs. It may also be useful to go through the first steps of actually booking a cruise. Next, tell students to delegate the tasks and write the names of their group mates down according to who will do what. Identify any research materials. Tell students to be efficient, because they will begin assembling their posters in the next class period. As students do research, circulate through the room answering questions and keeping students on task.

CLASS PERIOD 3

4 50 Group Work: Preparing the Cruise Report Poster

Students create a poster to display the cruise they’ve chosen to feature. Set up any markers or art supplies for students to use to create their poster and assign each student to a computer for research. Tell students to begin designing their poster as soon as they are through conducting their research. Remind them to check the assessment criteria for their poster so that they remember what they need to include. Reassure students that this poster is to be designed for informational purposes—the goal is to make it easy to read, not to make it elaborately decorated or beautiful. Encourage students to divide up the work—for example, while one student is choosing graphics, others can be gathering sets of facts.

Step Min. Activity

At the end of class, tell students to download and print photos that they want to use on their poster. They will have the beginning of the next period to complete their poster.

CLASS PERIOD 4

5 35 Group Work: Preparing the Cruise Report Poster (Continued) Students finish creating a poster to display the cruise they’ve chosen to feature. Before class, set up any markers or art supplies for students to use to create their poster. When class begins, remind students that they have approximately half of this class period to complete their poster. When about 15 minutes are left of class, ask students to return the art supplies and post their work on the walls of the classroom.

6 15 Gallery Walk: The Wide World of Cruises Students learn about how varied cruises are by viewing their classmates’ work. They also consider which cruises may appeal to specific demographic groups. This activity focuses on the following career skill:  Working effectively with a diversity of individuals and perspectives Ask students to gallery walk, viewing each of the cruise options their classmates have discovered. As they walk, students should make note of the following items in their notebook:  One cruise that you would personally like to go on  One cruise that you think would be great for a honeymoon or a romantic trip  One cruise that would be great to take with children Give students some time to view the cruises and then ask them to return to their seats. Invite students to share their responses to one of the prompts above. If time allows, you may also wish to discuss how this research has or has not changed students’ perceptions about cruises. For example, students may not have realized how many cruises were offered, or what the costs of a cruise would be and what that cost covers. Consider asking students to vote by a show of hands how many of them now think they might want to take a cruise someday. When the lesson is over, assess the posters using Teacher Resource 9.3, Assessment Criteria: Cruise Poster. You may also want to gauge student understanding by assessing Student Resource 9.2, Assignment: Cruise Research, on a credit/no-credit basis.

Extensions Content Enrichment  Have students research cruises more intensively from the environmental standpoint. Tell them to describe the damage cruises are causing to sensitive ecosystems as well as the steps the industry is taking to ameliorate this damage.  Invite a staff member of a cruise line to talk to your class as a guest speaker. Have students ask questions that they have chosen beforehand to find out what it’s really like to work on a cruise ship.  Have students research and report on dams, canals, and other human-made systems that expand and support water transportation.  Have students research the excursions offered by cruises, and their impact on an economy’s tourism revenue. STEM Integration  Math: Each cruise company specializes in offering a unique combination of shore excursions. Tell each student to choose three cruise companies that are geared toward different types of travelers, perhaps different age groups, family status, level of activity, or budget. Then have students pick a major cruise destination that’s offered by all three companies. Have them make a bar chart comparing the number of shore excursions offered by each company in categories such as culinary, nature, cultural history, and sightseeing. Then place students in pairs and have them compare their results. Which cruise company offers the most cultural experiences? Which is most focused on active travelers? What other differences do you notice? How are these differences reflected in their marketing?  Science: Chart a course on a map for a sailboat, taking into account tides, waterways, international borders, winds, climate, time of year, and so forth.  Science: The principles that keep the world’s largest cruise ships from sinking are the same that keep the smallest canoe afloat, too. Invite students to read this article about the science of the Oasis of the Seas: http://www.livescience.com/7922-world-largest-cruise-ship-floats.html. Then work with them to build boats out of clay and explore Achimedes Principle of buoyancy with this activity from Teach Engineering: https://www.teachengineering.org/view_activity.php?url=collection/duk_/activities/duk_float_mary_ act/duk_float_mary_act.xml. For background on how boats stay afloat, see the accompanying full lesson: https://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_float_mary_le ss/duk_float_mary_less.xml.  Technology: If students have Internet access, consider asking them to make their poster using an online graphic design tool like Canva (www.canva.com) or CollageIt (www.collageitfree.com). Additional Cross-Curricular Ideas  History: Choose one era in military history and research the impact of water transportation on the way battles were fought. Possible topics for research include landing ships for aircraft, specially designed ships for unloading soldiers, and cargo ships that supported the D-Day invasion in World War II.  Social Studies: Research and write a paper on the policies implemented after 9/11 to document and control people coming to the United States via water travel.

Teacher Resources

Resource Description

Teacher Resource 9.1 Presentation and Notes: The Evolution of Cruises (includes separate PowerPoint file)

Teacher Resource 9.2 Guide: Cruise Research

Teacher Resource 9.3 Assessment Criteria: Cruise Poster

Teacher Resource 9.4 Key Vocabulary: The Cruise Industry

Teacher Resource 9.5 Bibliography: The Cruise Industry

Teacher Resource 9.1 Presentation Notes: The Evolution of Cruises

Presentation notes

In the hospitality industry, many boats or watercraft are used for entertainment or recreation. Travelers may take harbor or riverboat cruises or rent kayaks or other watercraft for fun.

Presentation notes

For millennia, people have used boats to transport goods and people. The first colonists who came to the United States arrived in clipper ships, much like the one in the top right corner. Today, container ships (top left photograph) are used to ship goods all over the world. Many cities are built near a bay, a lake, or an ocean. In those cities, people may use the ferry to commute to work (bottom left photograph). In Venice, Italy, the entire city is built on canals, and people move between homes, businesses, and so on by using boats. Gondolas, long flat-bottomed boats like the one shown above top center, are the most famous way to travel through Venice, and they are often a highlight of a trip to that city. Cruise ships (bottom right corner) are one of the most common types of boats in the world today, and cruises are a large part of the hospitality and tourism industry. We are going to focus on cruises as a key component of tourism.

Presentation notes

From about 1850 to 1950, ocean liners were the primary means of travel between Europe and the United States. These ocean liners were huge ships that could hold over 1,000 people. For rich people, ocean liners were a luxurious, floating hotel. They slept in large rooms, had fancy dinners, and listened to live orchestras play music so they could dance. Poorer people could travel on the liners as well—in steerage class. They had to bring their own food and sleep in large, crowded, and not very clean rooms on the bottom of the ship. Steerage was unpleasant, but it was the only way for most people to travel. Because these ships were the main form of transportation, when something happened to one of them, it was a big story in the news. Almost everyone has heard of the Titanic, the huge “unsinkable” ship that hit an iceberg and sank during its first voyage in 1912. Over 1,500 passengers died because there weren’t enough life boats to save people from drowning. Above, the Titanic is pictured on the right. Another famous ship sinking occurred a few years later, during World War I. In May 1915, the British ocean liner Lusitania was torpedoed by a German U-boat (submarine). The Lusitania was on a trip from New York to England, and many Americans were killed or injured. This incident helped motivate the United States to get involved in World War I. The Lusitania is pictured on the left, above.

Presentation notes

During World War II, many of the big ocean liners, including the Queen Mary, were converted to troop transport ships to help bring soldiers from the United States to Europe. Flying across the ocean was possible, but it was pretty rare, and the planes couldn’t move as many people as the ships did. But after World War II, airplanes started to become more and more popular. Planes could make the trip in hours, while the luxury liners took days to cross the ocean. Ocean liners still offered all the luxury—fancy dinners, shops, and so forth, but they couldn’t beat the convenience or speed of planes. By the 1960s, ocean liners were a thing of the past. But that didn’t mean that having fun on a big ship was no longer appealing. Cruise ships would begin to replace ocean liners. Image from Wikimedia Commons. Reproduced here under the terms of the GNU Free Documentation License (http://commons.wikimedia.org/wiki/Commons:GNU_Fre e_Documentation_License).

Presentation notes

Cruise ships look much like the ocean liners of the past, but their purpose is different. While an ocean liner primarily transported people from one side of the ocean to the other, cruise ships are more like floating resorts. They usually offer itineraries that let you stop at one or more ports of call before taking you back to your point of origin, which is where the cruise started. Cruise ships frequently sail to or near the Caribbean, Mexico, Alaska, Hawaii, Europe, and the Mediterranean. The Caribbean is the most popular cruise destination in the world. Cruises started to grow in popularity in the 1970s and 80s, thanks to a TV show called The Love Boat. This show presented a highly fictionalized version of life on a cruise ship that entailed comic antics and romances between the ship’s crew members and passengers. It was such a big hit that people started to want to take cruises themselves. Today, the cruise industry generates more than $40 billion a year. Millions of people take a cruise each year. Travelers have more options now and can choose smaller cruises that focus on ports of call, or they can choose cruises that never stop at a port at all.

Presentation notes

Everyone hears about how large the Titanic was, but today’s ships are even bigger. Look at the image above. It compares the Queen Mary 2, a modern cruise ship, to the Titanic, an Airbus A380 airplane, a bus, a car, and a person. Today, even the Queen Mary 2 isn’t the biggest ship around; some cruise ships can accommodate over 5,000 people. Smaller ships, which may hold several hundred people, are also available. Guests need to choose what kind of experience they want. The cruise industry in general seems to think bigger is better, so a lot of the newer ships are larger, with more amenities and things to do. Image from Wikimedia Commons. Reproduced here under the terms of the GNU Free Documentation License (http://commons.wikimedia.org/wiki/Commons:GNU_Fre e_Documentation_License).

Presentation notes

For decades, cruise ships have been dumping waste into the ocean. They have also been causing serious environmental damage to delicate marine ecosystems such as coral reefs. Now that there are hundreds of giant cruise ships operating every day across the globe, some people are finally trying to get the cruise ship industry to pollute less and be more environmentally sensitive. In 2013, US Senator Dick Durbin tried again to introduce legislation that would help to protect the oceans and lakes of the world from cruise ship pollution, but the Clean Cruise Ship Act never became law. To date, the Clean Cruise Ship Act of 2013 has not been passed and is still in the committee stage in Congress. Fortunately, the public has begun to put pressure on cruise lines to stop indiscriminate dumping. Several states have passed laws that prohibit dumping of sewage and wastewater within several miles of the coast, but much stricter regulations are required.

Presentation notes

Oceana is an international marine conservation organization. In 2003, it put a lot of pressure on the Royal Caribbean Cruises Ltd., the second biggest cruise company in the world, to change its practices. In 2004, the cruise line installed wastewater treatment technology on all of its ships. That was a good start. Instead of dumping raw sewage into the sea, the new technology puts wastewater through a process that makes it nontoxic. Today, many cruise lines are adopting more environmentally friendly methods. For example, the Holland America Line has also installed a wastewater purification system. In addition, this cruise line has waste and recycling programs and uses biodegradable cleaning products. Some cruise lines are implementing linen washing policies similar to those in hotels. If you leave a towel hanging, it will be left; if it’s on the floor it will be replaced. Similarly, the sheets will not be changed daily.

Presentation notes

Customer expectations have changed. Today, many travelers care about the impact their vacation has on the environment. In response to that, cruise lines are making changes to more than their wastewater systems. Many ships train their staff and show videos to their guests on how to be environmentally conscious while on board—everything from turning off lights when they leave their cabin to recycling their trash or using their towel repeatedly before asking for it to be washed. Cruise lines are exploring ways to improve their ships’ efficiency, including new types of fuel and even using special paint that helps the ship move through the water more smoothly, which reduces fuel usage. Some ships are testing out the use of solar or wind power as well. Some ports offer shore-based power for times when ships are docked. Shore-based power creates fewer emissions than power produced by the ship. The more cruise ship passengers ask for and expect these steps, the harder cruise lines will work to take care of the environment.

Presentation notes

A cruise ship today is a resort, an amusement or entertainment source, and a means of transportation, all rolled into one. Nowadays, cruise guests expect a variety of foods and entertainment, including all the latest trends and technology. Ships have wireless Internet and Wii- playing parties for people who are into technology or video games. Cruises offer a wide range of dining experiences, from formal meals (think tuxedos and evening gowns) to casual pizza parlors and cafés. Some ships even have franchise restaurants, like Johnny Rockets, on board. A typical ship will have a spa for beauty and relaxation treatments, as well as a gym for people who want to work out. The ship may have basketball courts, rock climbing walls, rollerblading rinks, or even circus classes, which teach passengers things like how to swing on a trapeze. Guests stay amused playing shuffleboard, ping- pong, and numerous other games. Classes in everything from cooking to napkin-folding are offered, too. The ship also offers pools, boutiques, casinos, and more that are available continuously throughout the voyage. Children’s activities include pajama parties, scavenger hunts, arts and crafts, and even special classes, like how to be a DJ. Evening activities are also available for all ages. These include live performances, dancing, and even outdoor movie screenings on large LED screens. Imagine swimming in the pool while watching the latest Hollywood blockbuster in the middle of the ocean!

Teacher Resource 9.2 Guide: Cruise Research

In this lesson, students will familiarize themselves with the wide variety of cruises offered throughout the world by doing research on the types of cruises offered in a particular region. Students will be assigned to a particular region of the world. Working in groups, they will research that region and typical cruise offerings in their region. They will feature one of these cruises in a poster.

Preparing for the Assignment Make plans to divide the class into groups of four students and assign each group to a destination/region from the list below.  Alaska/Northwest United States (Washington State, Oregon, and so on)  Asia, Australia, and New Zealand  Bermuda or the Bahamas  Canada/Northeast United States  Caribbean  Europe (Northern or Western Europe or Transatlantic)  Hawaii or Tahiti  Mediterranean (Italy, Greece, Spain) and Africa  Mexico  Panama Canal and South America If you do not need 10 different groups, you may wish to focus on the most popular destinations (Alaska, Caribbean, Europe, Hawaii, and Mexico). If you need more than 10 groups, you may wish to assign more than one group to those popular destinations.

Research Ideally, students will use the Internet to conduct this research in groups. If students will be doing their own online research, test the sites below to see which ones can be reached through your school’s network. Consider making a copy of this list for student use. If students will not be doing their own online research, you will need to visit these sites and print out appropriate materials. You may also wish to contact local travel agents to see if any of them can share materials with you for this assignment. General Travel/Cruise Websites Cruise Lines International Association, Inc. (http://www.cruising.org/) Travelocity Cruises (http://www.travelocity.com/Cruises/) Expedia Cruises (http://www.expedia.com/Cruises) Orbitz Cruises (http://cruises.orbitz.com/) “Find a Cruise” at Cruise Critic (http://www.cruisecritic.com/cruiseto/) Specific Cruise Line Websites Carnival Cruise Lines (http://www.carnival.com/)

Celebrity Cruises (http://www.celebritycruises.com/) Disney Cruise Line (http://disneycruise.disney.go.com/) Holland America Line (http://www.hollandamerica.com/main/Main.action) MSC Cruises (http://www.msccruisesusa.com/) Norwegian Cruise Line (http://www.ncl.com/) Oceania Cruises (http://www.oceaniacruises.com/) Princess Cruises (http://www.princess.com/) Royal Caribbean International (http://www.royalcaribbean.com/)

Teacher Resource 9.3 Assessment Criteria: Cruise Poster

Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The poster describes the main features of the region, including the body of water surrounding it, the ports of call, □ □ □ the weather, and what is special or interesting about it.

The poster clearly provides practical information about the cruise such as its cruise line, length, price range, and □ □ □ ports of call. The poster includes interesting facts about the cruise ship. □ □ □

The poster includes at least three details about the cruise that explain why it would be popular with a specific □ □ □ market.

The poster includes attractive graphics that capture something special about the cruise. □ □ □ The poster is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 9.4 Key Vocabulary: The Cruise Industry

Term Definition

bilgewater The water that accumulates between the floor of the ship and the ship’s hull.

cabin A room where you sleep on a ship.

cruise ship The largest type of passenger ship; provides transportation, lodging, food and beverage, and entertainment for several days or weeks.

dock The action of pulling into a harbor, slowing the boat, and tying up to allow passengers to disembark; can also be the location where this takes place.

ferry A boat used to transport passengers, cars, and products short distances. Often used by people in coastal areas to commute to work or school.

harbor A body of water that is shallow and protected and offers boats a place to dock.

lifeboat A small raft that is carried on a larger vessel; used only in case of an emergency.

life vest A flotation device; typically worn as a vest, it attaches around the waist and is designed to keep the person’s head above water.

oars Paddles or large pieces of wood with handles and a blade at the other end; used by passengers to propel the boat forward and to steer.

ocean liner A large passenger ship designed for traveling thousands of miles.

port of call A place where passengers disembark to explore before resuming their cruise.

sailboat A type of watercraft that has sails and is propelled by the wind.

sea A large body of water, usually salt water, marked by boundaries of land.

steamboat A ship that uses steam as its energy source; it uses the energy to rotate large paddles that propel the ship through the water.

Teacher Resource 9.5 Bibliography: The Cruise Industry

Online “Cruise Industry Facts and Figures.” CruiseGuiding.com, http://www.cruiseguiding.com/p/facts.html (accessed February 22, 2016). “Cruise Ship.” Wikipedia, http://en.wikipedia.org/wiki/Cruise_ship (accessed February 22, 2016). “Cruise Ship: Norwegian Dawn.” Travelocity, https://www.travelocity.com/Ship5.aspx?sh=Norwegian+Dawn (accessed February 22, 2016). “Environmental Impact of Shipping.” Wikipedia, http://en.wikipedia.org/wiki/Environmental_impact_of_shipping (accessed February 22, 2016). Garrison, Linda. “Ten Myths about Cruise Ships and Cruising.” About.com: Cruises, http://cruises.about.com/od/tipsforfirsttimecruises/tp/cruise_myths.htm (accessed February 22, 2016). “History of Cruising.” True Cruise, http://www.truecruise.com/articles/history-of-cruising.aspx (accessed February 22, 2016). “H.R.3888 (111th): Clean Cruise Ship Act of 2009.” GovTrack.us, http://www.govtrack.us/congress/bill.xpd?bill=h111-3888 (accessed February 22, 2016). “Industry Initiatives.” Cruise Lines International Association, Inc., http://www.cruising.org/about-the- industry/regulatory/issues-facts/environment/industry-initiatives (accessed February 22, 2016). “Mary Wilburn, Oldest Survivor of Titanic, Dies.” Encyclopedia Titanica, http://www.encyclopedia- titanica.org/mary-wilburn-oldest-survivor-titanic-dies.html (accessed February 22, 2016). Oceana, http://na.oceana.org/en/search/node/cruise (accessed February 22, 2016). “Senator Dick Durbin Introduces Clean Cruise Ship Act.” eTurboNews.com, April 21, 2008, http://www.eturbonews.com/2218/senator-dick-durbin-introduces-clean-cruise-s (accessed February 22, 2016). “Sustainability.” Holland America Line, http://www.hollandamerica.com/sustainability (accessed February 22, 2016). “Tipping Etiquette.” FindaLink.net, http://www.findalink.net/tippingetiquette.php (accessed February 22, 2016).

Student Resources

Resource Description

Student Resource 9.1 Reading: The Evolution of Cruises

Student Resource 9.2 Poster: Cruise Research

Student Resource 9.1 Reading: The Evolution of Cruises

In the hospitality industry, many boats or watercraft are used for entertainment or recreation. Travelers may take harbor or riverboat cruises or rent kayaks or other watercraft for fun.

A cruise ship today is a resort, an amusement or entertainment source, and a means of transportation, all rolled into one. Nowadays, cruise guests expect a variety of foods and entertainment, including all the latest trends and technology. Ships have wireless Internet and Wii-playing parties for people who are into technology or video games. Cruises offer a wide range of dining experiences, from formal meals (think tuxedos and evening gowns) to casual pizza parlors and cafés. Some ships even have franchise restaurants, like Johnny Rockets, on board. A typical ship will have a spa for beauty and relaxation treatments, as well as a gym for people who want to work out. The ship may have basketball courts, rock climbing walls, rollerblading rinks, or even circus classes, which teach passengers things like how to swing on a trapeze. Guests stay amused playing shuffleboard, ping-pong, and numerous other games. Classes in everything from cooking to napkin- folding are offered, too. The ship also offers pools, boutiques, casinos, and more that are available continuously throughout the voyage. Children’s activities include pajama parties, scavenger hunts, arts and crafts, and even special classes, like how to be a DJ. Evening activities are also available for all ages. These include live performances, dancing, and even outdoor movie screenings on large LED screens. Imagine swimming in the pool while watching the latest Hollywood blockbuster in the middle of the ocean!

Student Resource 9.2 Poster: Cruise Research

Student Name: Date:

Directions: For this assignment, you will research a specific region of the world where people take cruises, research the types of cruises that are popular in that region, and create an informational poster about one of these cruises based on this information.

Each member of the group is responsible for doing some of the research. You will each use your own copy of this resource to gather the information you are responsible for, and then you will use the information from every group member to design the poster. Write down which group members are responsible for each task.

The two group members who will find information about the region:

The two group members who will research a cruise that goes to that region:

Before you begin your work, read through all of the instructions on this resource, and read the assessment criteria at the end to make sure you understand how your work will be assessed.

Regions Your teacher will assign your group to one of these regions:

 Alaska/Northwest United States (Washington State, Oregon, and so on)  Asia, Australia, and New Zealand  Bermuda or the Bahamas  Canada/Northeast United States  Caribbean  Europe (Northern or Western Europe or Transatlantic)  Hawaii or Tahiti  Mediterranean (Italy, Greece, Spain) and Africa  Mexico  Panama Canal and South America Our region will be:

Research

The Region The two people who are researching the region where your cruises are located need to find the following information:

1. What is the name of the ocean, sea, or other body of water that surrounds this region?

2. What is the weather like in this region, in each of the seasons?

3. What main ports of call do cruise ships visit in this region?

4. What kind of traveler would enjoy a cruise in this region?

5. What excursions are available for travelers?

The Cruise Use the resources provided by your teacher to gather important information about a cruise that is available in your region. To see how to fill in the chart, look at the example below.

Cruise Line/Ship Name Norwegian Cruise Line/Norwegian Dawn

Size, Passenger Capacity, and Interesting Facts The Norwegian Dawn is 91,000 tons and can hold about the Ship 2,224 passengers. Its theater seats 1,150 people. It has 10 restaurants, a golf range, a department store, and a casino, among other features.

Dates Traveling/Length of Trip July 5–12,12–19,19–26 (7 days)

Ports of Call (What ports/cities does the ship visit?) Departs from New York, stops in Bermuda, returns to New York

Cost Range (lowest ticket price to highest) $775 per person to $2,500 per person

Food Options (Does it offer formal dining? Casual? Offers both casual and formal, including specialty Specialty restaurants? Healthy menus?) restaurants. Offers vegetarian and healthy meals.

Amenities and Activities Cooking and wine-tasting classes, gym, basketball games, bridge and card-game tournaments, casino, dance and fitness classes, golf, ping-pong, running track, shuffleboard, tennis, video game arcade, volleyball, shops, spa, children’s center

Define the demographic characteristics of someone Couples who enjoy taking cruises, because there’s who would enjoy this cruise and explain why. only one stop, so they’ll spend a lot of time on ship. Most of the activities are for adults. There are only a few for kids, so it doesn’t seem like a good cruise for families.

First, conduct research for a few minutes and look at the cruises that are available. Then pick one and fill in the chart below.

Cruise Line/Ship Name

Size, Passenger Capacity, and Interesting Facts about the Ship

Dates Traveling/Length of Trip

Ports of Call (What ports/cities does the ship visit?)

Cost Range (lowest ticket price to highest)

Food Options (Does it offer formal dining? Casual? Specialty restaurants? Healthy menus?)

Amenities and Activities

Who would you recommend this cruise for? Why?

Create Your Poster Now you and your group mates are ready to assemble your poster.

Make sure your poster meets or exceeds the following assessment criteria:  The poster describes the main features of the region, including the body of water surrounding it, the ports of call, the weather, and what is special or interesting about it.  The poster clearly provides practical information about the cruise such as its cruise line, length, price range, ports of call, and samples of excursions.  The poster includes interesting facts about the cruise ship.  The poster includes at least three details about the cruise that explain why it would be popular with a specific market.  The poster includes attractive graphics that capture something special about the cruise.  The poster is neat and uses proper spelling and grammar.

This lesson introduces students to air transportation in hospitality and tourism. Students learn practical details about air travel, such as how to book a flight, what to expect when flying, how to navigate an airport, and what to pack in accordance with FAA regulations after 9/11. Students also learn how to use Internet sites to compare ticket prices, dates, and times, and they experience the process of actually booking a ticket. Advance Preparation In Class Period 2, students will need access to computers for Internet research on booking flights (one student per computer). See Teacher Resource 10.3. This lesson is expected to take 4 class periods.

Lesson Framework Learning Objectives Each student will:  Evaluate how the costs, options, and regulations involved in air travel affect flight arrangements  Explain the roles of pilots, flight attendants, and ticketing agents  Display understanding of safety measures implemented after 9/11  List the requirements for carry-on luggage and forms of identification accepted for air travel  Demonstrate the ability to compare flight options and book a flight* *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).

 Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Apply unit and time conversion skills to develop travel schedules and compute cost, distance, and time (including travel time) factors (Common Career Technical Core 2012, HT-TT 2)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Compare and contrast services and products from related industries to understand and evaluate how they impact the delivery of travel and tourism products and services to customers (Common Career Technical Core 2012, HT-TT 8)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10) Assessment

Assessment Product Means of Assessment

Quiz on preparing to fly (Teacher Resource Answer Key: Preparing to Fly Quiz (Teacher 10.4) Resource 10.5)

Prerequisites  Familiarity with travel options in tourism  Understanding of psychology of consumer motivation  Competence with reading charts and tables

Instructional Materials Teacher Resources  Teacher Resource 10.1, Presentation and Notes: Taking a Flight (includes separate PowerPoint file)  Teacher Resource 10.2, Guide Twenty Questions  Teacher Resource 10.3, Guide: Making Flight Arrangements  Teacher Resource 10.4, Quiz: Preparing to Fly  Teacher Resource 10.5, Answer Key: Preparing to Fly Quiz  Teacher Resource 10.6, Key Vocabulary: Air Transportation  Teacher Resource 10.7, Bibliography: Air Transportation Student Resources  Student Resource 10.1, Reading: Taking a Flight  Student Resource 10.2, K-W-L Chart: Preparing to Fly  Student Resource 10.3, Reading: Preparing to Fly  Student Resource 10.4, Activity: Making Flight Arrangements

Equipment and Supplies  Blackboard, whiteboard, or flip chart  LCD projector and computer for PowerPoint presentation  Computers with Internet access (one for each student)

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 15 Twenty Questions: What Am I Thinking of? This springboard activity piques students’ interest by challenging them to guess what the teacher is thinking of via a series of unusual facts. As they respond to the clues, students also learn about air travel. Begin class by telling students that you are going to read a list of hints to them and that they should guess what you are thinking of after hearing each one. They can ask up to 20 yes or no questions about each hint. Read Teacher Resource 10.2, Guide: Twenty Questions, to students, pausing after each hint for student questions and guesses. After students have guessed all of the items (or after you have told them), explain that this lesson is about air travel, if they hadn’t guessed that as well. As a main mode of transportation throughout the world, it’s important for students to feel comfortable with the terminology and to be familiar with what air travel entails. The presentation they are about to see will introduce them to these topics.

2 25 Presentation: Taking a Flight

This activity gives students an in-depth look at different components of air travel, including packing in order to meet FAA regulations, arriving early, checking in, going through security, and boarding the plane. It also develops students’ listening and note- taking skills. To prepare, make notes to guide class discussion of the PowerPoint presentation in the next activity using Teacher Resource 10.1, Presentation Notes: Taking a Flight. Have Teacher Resource 10.1, Presentation: Taking a Flight (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Tell students that they are about to learn some details about actually taking a flight. Ask students to raise their hands if they’ve ever flown before. Of these students, ask a few

Step Min. Activity

volunteers what they like and don’t like about flying. Then tell students to write the following prompts in their notebook, with room between each prompt for writing down the answers as they view the presentation: 1. List three things to remember to bring with you to the airport. 2. List three things to remember not to pack in your carry-on luggage. 3. Describe what will happen as you go through airport security. 4. Describe what to expect on a long flight. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. This presentation is duplicated as Student Resource 10.1, Reading: Taking a Flight. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss the answers as a class. This student resource is also useful for review. After the presentation, give students a few minutes to finish answering the prompts. Have them pair up with a neighbor to compare responses. Call on volunteers to share their answers and check to see if other students want to add other suggestions or have questions. Ask the students who have flown before if the presentation was an accurate portrayal of what it’s like to fly. If not, why not?

3 10 Homework: K-W-L Chart and Reading Now that students have some idea of what to expect when they arrive at the airport and what a flight is like, they learn about the details of actually booking a flight. Review Student Resource 10.2, K-W-L Chart: Preparing to Fly. Ask students to begin filling in the What I Know and What I Want to Know sections based on their own prior knowledge and what they just saw in the presentation. For homework, ask students to read Student Resource 10.3, Reading: Preparing to Fly. Instruct students to complete the What I Learned section of the K-W-L chart as they read. Let students know they will be reviewing this reading and the chart in the next class period.

CLASS PERIOD 2

4 15 Homework Review: Preparing to Fly Students review what they learned in their homework reading as preparation for taking the steps to book a flight online. Divide the class into pairs or small groups and ask students to compare their K-W-L charts. Encourage students to add to their charts based on their partner’s suggestions. Then ask each pair or group to discuss one or more of the following prompts:  I still have a question about….  I think the hardest part of booking a flight/taking a flight/preparing to fly would be…. Give students a few minutes to discuss. Invite each pair or group to share their

Step Min. Activity

response to one of the prompts. Take this opportunity to clear up any misunderstandings. Let students know that next they will get to practice some of what they have learned. Also alert them to the quiz they will be taking later in the lesson (Class Period 4), so they need to remember what they have been learning about air travel.

5 35 Internet Research: Purchasing Airline Tickets

In this activity, students apply what they learned in the reading by researching all of the necessary components of planning a trip by air, including choosing an airline, choosing seats, purchasing tickets, and packing. It also focuses on the following career skills:

 Prioritizing and completing tasks without direct oversight  Effectively using technology relevant to a profession  Locating, evaluating, and applying information Tell students that they are going to practice booking an airplane flight. This is an extremely practical skill that will benefit them personally as well as professionally. Assign each student to a computer for Internet research. Use the guide to direct students to appropriate sites using Teacher Resource 10.3, Guide: Making Flight Arrangements. Review Student Resource 10.4, Activity: Making Flight Arrangements, with students. Answer any questions they have, and tell them they will use the Internet to individually complete the activity. Before students start filling in their activity sheet, show them how to navigate a few air travel websites. Encourage them to ask questions. Thoroughly modeling how to find information online for air travel will enable students to proceed with more confidence. At the end of the period, tell students that they should finish the activity for homework, because they will need it in the next class period.

CLASS PERIOD 3

6 15 Internet Research: Comparing Ticket Purchasing Information Students compare their findings on purchasing airline tickets and realize that there are several ways to fly to a destination. Tell students to pair up with a partner and review Student Resource 10.4, Activity: Making Flight Arrangements. Have them compare their findings. Ask for a couple of volunteers to describe what the similarities and differences are between their bookings. Note that finding really good, inexpensive flights takes some skill and timing, because what’s available at a particular price changes often and unpredictably. Tell students that they will conduct similar research when they add the transportation options to their culminating projects during later lessons. You may want to gauge student understanding by assessing this assignment on a

Step Min. Activity

credit/no-credit basis.

7 35 Quiz Preparation: Formulating Questions Students prepare for a quiz on air travel by reviewing their resources and writing quiz questions. Remind students that in the next class period they will be taking a quiz on air travel. It is important for them to study for the quiz. Note that there are many ways to study effectively; one way is to review all of the materials they have on the topic and make up their own quiz questions. Ask students to review Student Resources 10.1 and 10.3 and develop their own practice quiz questions. Tell students to create five questions (and answers) based on the information they have learned. Provide students with the following examples:  What do you do if you want to compare prices of flights online?  What are the guidelines for bringing liquids on an airplane? At the end of class, collect all of the questions and answers that the students have developed. Review them for accuracy and remove any that are nonsensical or incorrect. Note any consistent points of confusion to discuss with students before the quiz.

CLASS PERIOD 4

8 20 Review: Quiz on Preparing to Fly Students help each other prepare for the quiz on air travel by asking each other the questions they have prepared. Before class, take the acceptable quiz questions and answers and shuffle them. If there are any points that need clarification, based on the quiz questions, clarify them now. Next, divide the class into groups of three or four and distribute the quiz questions and answers. Ask students to take turns asking each other the questions. Remind students to take turns so that each of them gets to ask questions and answer questions. Emphasize that this is their last chance to prepare for the quiz. Circulate through the room as they review, answering any last-minute questions.

9 20 Quiz: Preparing to Fly Students take a quiz on how to book a flight. Give students the quiz, Teacher Resource 10.4, Quiz: Preparing to Fly. After 15 minutes, collect the quizzes. Let students know that they will review their answers immediately. After the class period ends, assess the quizzes using Teacher Resource 10.5, Answer Key: Preparing to Fly Quiz, using your preferred scoring method.

Step Min. Activity

10 10 Review: Preparing to Fly Quiz Students review the answers to the quiz. Read the first question on the quiz out loud and ask for volunteers to share their answers. Use this opportunity to correct any misunderstandings. Repeat the process with the rest of the quiz questions. Conclude the class by observing that air travel has changed a great deal over the past 20 years because of deregulation, fluctuations in the economy, 9/11, and technological innovation. The next 20 years will see many more changes to this industry, but it will remain a key component of tourism. Remind students that they will need to add transportation plans to their vacation itineraries in the next lesson.

Extensions Content Enrichment  Ask students to explore and recount significant technological advancements made in air transportation over time; direct them to use this research and knowledge to predict or speculate about future advancements that will alter the industry. STEM Integration  Math: Have students create a chart showing the differences in cost between more expensive options (going through a travel agent, choosing direct flights, flying first class, and so on) and more cost-efficient options (making your own reservations, choosing layovers, flying coach class, and so on).  Math: Using a travel site like Kayak or Travelocity, tell students to put together three different itineraries from your city to Guangzhou, China, all by air, leaving and returning on particular dates you provide. One itinerary should be the least expensive option, another should offer the shortest total duration, and a third should have them leave Guangzhou as late as possible on the return date. Then tell students to calculate the amount of time spend in the air, the amount at the airport, the total travel time for each itinerary, and the price of each itinerary. They should make a chart that compares each of those figures for the three itineraries, and write a paragraph explaining how they would present these three options to a client.  Technology: Encourage student exploration about ticket pricing by having students search travel sites such as Travelocity, Expedia, and Orbitz to compare and contrast airfares to a particular destination. Additional Cross-Curricular Ideas  History: Expose students to the ramifications of 9/11 by having them research and report on new antiterrorism security measures that have been implemented in airports since 9/11, focusing especially on their political consequences.

Teacher Resources

Resource Description

Teacher Resource 10.1 Presentation and Notes: Taking a Flight (includes separate PowerPoint file)

Teacher Resource 10.2 Guide: Twenty Questions

Teacher Resource 10.3 Guide: Making Flight Arrangements

Teacher Resource 10.4 Quiz: Preparing to Fly

Teacher Resource 10.5 Answer Key: Preparing to Fly Quiz

Teacher Resource 10.6 Key Vocabulary: Air Transportation

Teacher Resource 10.7 Bibliography: Air Transportation

Teacher Resource 10.1 Presentation Notes: Taking a Flight

Presentation notes

Today we are going to learn about taking a flight. The main topics we will cover include: • Obtaining an itinerary/Purchasing tickets • Navigating an airport • Checking in • Security screening • Taking the flight

Presentation notes

The Transportation Security Administration advises passengers to arrive at the airport at least two hours early for their flights. At some busier airports or on holidays like Thanksgiving and Christmas, passengers should arrive even earlier. Also keep in mind that you may need to arrive earlier for international flights. Some airlines list suggested arrival times on their websites. Before leaving the house, make sure you have your itinerary, e-ticket, and ID. You need them at check-in and to get through security. You can also print your boarding pass at home, within 24 hours of your flight departure. Friends and family members who do not have plane tickets are not allowed past the security screening area. That helps keep the number of people that security agents have to monitor down to a minimum. But it also means a lot of people say goodbye to each other at the curb outside the airport—adding to the often crowded airport entrances. Traffic into the airport can sometimes move slowly, giving passengers yet another reason to plan to arrive early.

Presentation notes

Ticketing agents email itineraries to passengers, or passengers can get them from the sites they used to purchase their tickets. Passengers then print the itineraries and keep them for reference throughout their trips. Itineraries tell passengers when their flights leave, what airlines they are using, their flight numbers (which are similar to bus numbers), when and where their layovers are (if they have them), and when they will arrive. It also provides them with their return flight information. It is important to check the airport monitors for arrival and departure gates, since they often change and may be different from what is printed on your ticket. Airplanes will not wait for late passengers, even if they have paid a lot of money for their tickets. For security reasons, passengers must be present at the gate at least 15 minutes before the scheduled take-off time. That means that a departure time of 3:00 really means 2:45. Itineraries usually include these details at the bottom.

Presentation notes

To check in, passengers look for signs with the names of their airlines, where ticketing agents check passengers’ IDs. This means matching the passenger’s government- issued ID (such as a driver’s license or a passport) with the name printed on the ticket. If passengers misspell their names while purchasing tickets, it can result in a delay. Ticketing agents have to make sure people aren’t using fake names or IDs to buy tickets, which violates safety standards and is illegal. Next, the ticketing agent checks the passengers’ luggage and hands them their boarding passes. Boarding passes have seat information on them and allow passengers to enter the screening area. Passengers can also check in at computer kiosks, which will prompt passengers to identify themselves, either by inserting the credit card used to buy their ticket, typing in their flight confirmation code, or entering their frequent flyer number. A boarding pass prints out below the computer. Security agents then check IDs at the screening area. Today, many people check in online from home before leaving for the airport. Many airlines enable passengers to check in via mobile phone by using the airline’s app or mobile site. These passengers display their boarding passes on their phone instead of handing over a printout. Special barcodes prevent fraud. By using these options, passengers avoid spending time in lines. However, to check bags, passengers still need to see a ticketing agent. Since many airlines now charge for luggage in coach class, some airlines let you pay for your luggage when you print out your boarding pass at home, so when you check your bags at the airline counter, the luggage tag saying that you paid will automatically be printed.

Presentation notes

Checking luggage doesn’t mean inspecting it. It means giving it to the ticketing agent so it can be sent to the cargo area of the plane. Passengers pick up checked bags after the flight at the baggage claim area with the claim tickets they get with their boarding passes. If passengers have layovers, baggage handlers make sure the luggage changes planes. If you are going to be away for more than a few days, you will probably need to check your luggage. If you plan to check your luggage, it can contain bottles of liquid larger than 3 ounces. But checking bags takes extra time, and bags can get lost. Many airlines also charge an extra fee for every bag you have to check. Whenever possible, some travelers choose to pack all of their belongings in their carry-on bag so they don’t have to worry about it. All airlines have the weight and measurements of the baggage that they allow listed on their websites. Airlines will typically charge for an overweight bag, or they may make you check your carry- on bag if it’s too large.

Presentation notes

The security screening area is separate from check-in. Before entering, passengers make sure all carry-on liquids, including shampoos, drinks, and sunscreen, are in 3-ounce bottles that fit in a 1-quart plastic bag. If not, they must throw them away. Each passenger can only carry on one quart bag. Exceptions include medications, baby formula or food, and breast milk. Next, passengers present their IDs to agents waiting at the entrance. Agents match their ID to their boarding pass, and passengers proceed through metal detectors, some of which also test for explosive substances on skin and clothes. Before going through the detectors, passengers must remove metal belts, sweaters or jackets, and shoes. They can’t have change in their pockets. These belongings, along with any carry-on bags and laptop computers, are placed in bins on a conveyor belt, which are X-rayed by more agents who check for banned items like knives, guns, and liquids that aren’t packed properly. Shoes are X-rayed to check for weapons or other banned items that could be placed in the heels. After everything is scanned and passengers go through metal detectors, they still might be randomly selected for further inspection, which includes having a metal- detecting wand waved over their body and having their bags opened and inspected by an agent. In some cases, passengers must also submit to a pat-down in which an agent physically checks them by patting on the outside of their clothing to see if they are carrying anything concealed under their clothes.

Presentation notes

After the security check, passengers find their gate number on their boarding passes. The gate is where the plane is parked, with an extendable walkway attached to its door. Passengers wait at the gate until agents call their seat section. Usually, first class passengers, people with children, or people who need extra help board first. They need a little extra time to find their seats and store their bags in overhead bins or below the seat in front of them. Next, agents call people to board according to that airline’s procedures. Sometimes airlines board passengers who are sitting in back first, and others start in front. Other airlines have people stand in line at the gate and then let them choose their own seat as they board the plane. Seats vary a lot based on their location. On smaller planes, the walkway runs down the middle of the plane, and there are rows of two or three seats on both sides of the aisle. On larger planes, there is a middle row of seats, with two walkways. Some passengers prefer to sit by the window, and others prefer the aisle. Many like sitting in front so they are served first, although most airlines have two or more flight attendants on each flight—some who work from the front, and some who serve starting in the back. Sitting over the wings, near the engines, is very noisy, while sitting in back is sometimes more crowded and less comfortable. It also means getting off the plane last. All planes have emergency exits, and only passengers who are over the age of 16, able to open the door, and willing to accept the responsibility of helping in an emergency may sit in exit rows.

Presentation notes

You pay more to fly business or first class than you do for economy. Airlines that offer status upgrades are usually less expensive airlines, but they will charge you more if you want to fly business elite than if you buy a regular ticket. Even if you’ve bought your ticket months in advance, the airline will often give you a chance to upgrade to a higher class or status when you check in. Why do people pay more for a different class or status? The airlines offer additional services and luxuries depending on your class. On lower-cost airlines, you may not have an assigned seat on the plane. But if you have a premium or business elite status, you will get to board first, which means you have a better selection of seats to choose from. On a more traditional airline, business class and first class passengers get to board earlier and their seats have more space and legroom. Business class cabins are designed for business travelers, and they may include extras like places to plug in their laptops or seats that will stretch out like a bed for international flights. First class passengers get hot meals served on the plane and personal screens with on-demand movies and music. On international flights, first class seats fold out totally flat so guests can lie down, and the guests get luxury pillows and blankets, too! The benefits aren’t only while you’re on the plane. Business and first class passengers can use special lounges at the airport while they wait.

Presentation notes

Flying can mean sitting in cramped spaces for long amounts of time. Flying from one coast of the United States to another can take eight hours. Passengers can get up to use the bathroom when the seatbelt sign is off; otherwise, they must remain seated with their seatbelts on. Leaving your seat can be especially difficult if you are sitting in a window seat; it means the other passengers have to get up to let you out. Using the bathroom can also be an adventure. Plane lavatories are about as large as the outdoor portable restrooms found on construction sites, and the plane is often moving and swaying. Most passengers bring books, newspapers, computers, and music to keep them busy on the plane. Recent changes in flight regulations allow passengers to use laptops, tablets, and portable music players throughout most flights, including takeoff and landing. Cell phones must remain in airplane mode at all times. On larger planes you can use a headset to watch movies or listen to music. Today, many planes are starting to offer Wi-Fi, or wireless Internet, access for an additional fee. Flight attendants serve beverages midway through the flight, and each passenger has a drop-down tray on which to set drinks. You can buy snacks and sandwiches, but you usually have to pay with a credit card. On especially long international flights, passengers are served full meals. As the plane approaches its destination, flight attendants will collect trash, make sure passengers are seated with seatbelts fastened, and prepare the plane for landing, which includes putting items away and shutting all storage doors.

Presentation notes

Once the plane lands, passengers must remember to get their belongings out of the overhead bins. Thank the flight attendants and the pilot on the way out, and make your way to baggage claim if you checked larger pieces of luggage. If you have a connecting flight, ask your flight attendant for connection details or look on the overhead arrival/departure screens for the gate number of your next flight.

Teacher Resource 10.2 Guide: Twenty Questions

Read the following hints to students, pausing after each one to see if anyone can guess the answer. Allow students to ask up to 20 questions before you give the answer.

Answer: Airplane Hint #1: More than 5,000 are operating this very second. Hint #2: It has a rudder and a tail fin. Hint #3: It combats gravity and drag with lift and thrust. Hint #4: It weighs as much as 150,000 pounds, or the equivalent of 50 medium-sized cars. Hint #5: It travels as high as 41,000 feet off the ground, or the equivalent of 125 football fields. Hint #6: It is going faster than 150 miles per hour when it lands and more than 500 miles per hour in the air.

Answer: Pilots Hint #1: These people can fight fires, do police work, rescue people who are hurt, arrest people, and transport passengers. Hint #2: A common joke is that these people are only married half the time since the day of their wedding. Hint #3: One in four is a woman. Hint #4: The weather is very important to people who work in this profession; it can mean life or death. Hint #5: These people must practice for a minimum of 250 hours before earning this title. Hint #6: They can earn anywhere from $20,000 to $250,000 a year.

Answer: Flight Attendant Hint #1: You will often stay at a crash pad, where you live with people you might not know and may have to sleep in crowded rooms. Hint #2: For a year or two you are on call 24/7, at least six days a month. You have to be ready to go at a moment’s notice. Hint #3: You have to be willing to relocate and you have to be between 5’2” and 6’ tall. Hint #4: One is required for every 50 people. Hint #5: Even though the starting salary is only between $12,000 and $18,000 a year, it’s very competitive to get into this career.

Answer: Items Prohibited for Carry-On Hint #1: Baseball bats, hockey sticks, pool cues, spear guns Hint #2: Matches, lighters, paint thinner, bleach, spray paint Hint #3: An 8-ounce tube of toothpaste and a bottle of shampoo Hint #4: Pocket knives and guns

Teacher Resource 10.3 Guide: Making Flight Arrangements

Use the following sites to direct students as they conduct research online.

The prompt is: You need to take a plane from New York City to San Francisco and then back again (this is a round-trip ticket). You need to stay in San Francisco for about a week (you’re flexible), and you want to find the least expensive ticket.

There are two options to begin. Students can choose airlines that fly from New York City to San Francisco and visit their websites to search for flights, departure times, and prices. These airlines include: American Airlines: www.AA.com Delta Air Lines: www.delta.com Frontier Airlines: http://www.flyfrontier.com/ Alaska Airlines: www.alaskaair.com United Airlines: http://www.united.com/web/en-US/default.aspx US Airways: www.usairways.com Southwest Airlines: https://www.southwest.com Virgin America: www.virginamerica.com JetBlue Airways: www.jetblue.com Or, students can begin by entering their flight requirements into a trip-planning website. These websites include: www.expedia.com www.bookingbuddy.com www.travelocity.com www.orbitz.com www.cheaptickets.com www.kayak.com www.lowfares.com www.priceline.com

Teacher Resource 10.4 Quiz: Preparing to Fly

Student Name: ______Date: ______

Directions: Respond to the questions and statements below.

1. List three things a traveler needs to know before booking a flight. 1. 2. 3.

2. Name two ways a traveler can save money on an airline ticket. 1. 2.

3. List two benefits of flying in first class. 1. 2.

4. Name one advantage and one disadvantage of a layover. Advantage: Disadvantage:

5. Why should a traveler learn about another country’s customs and language before taking a trip?

6. List two forms of identification a traveler might need when taking a trip. 1. 2.

7. What is the easiest way to compare prices of different flights?

8. List two things a traveler should know about how to stay safe and healthy when traveling. 1. 2.

9. List two forms of payment a traveler may choose to use while traveling. 1. 2.

10. What are the current guidelines for bringing liquids on a plane?

Teacher Resource 10.5 Answer Key: Preparing to Fly Quiz

Student answers will vary, but the following answer key contains the basic knowledge and concepts to be stated in students’ responses. Use your preferred scoring or point system to assess the quizzes.

1. List three things a traveler needs to know before booking a flight. Possible answers include:

 Where he or she wants to go

 Dates of departure and return

 Times of day that he or she is able or willing to depart and return

 How flexible he or she is about dates and times

 Any special needs (wheelchair at airport, stroller on board, aisle seat)

 Credit card information so he or she can purchase the tickets

2. Name two ways a traveler can save money on an airline ticket. Possible answers include:

 Choose to fly midweek.

 Take a red-eye flight.

 Buy economy seats.

 Buy far in advance/when there’s a sale.

3. List two benefits of flying in first class. Possible answers include: larger seats, priority boarding before other passengers, better service from flight attendants, better quality food and drinks, alcohol may be included in ticket price

4. Name one advantage and one disadvantage of a layover. Possible answers include:

Advantages: less expensive than nonstop flights, allows traveler to spend a few hours in another city

Disadvantages: may have to wait in the airport (boring), may have to drag luggage through airport to make connecting flight

5. Why should a traveler learn about another country’s customs and language before taking a trip? A traveler needs to know enough about the destination’s customs and language to know how to behave politely in that country.

6. List two forms of identification a traveler might need when taking a trip. Possible answers include:

 Driver’s license

 State-issued ID

 Passport

7. What is the easiest way to compare prices of different flights? The easiest way to compare prices of different flights is to use a travel website like Expedia or Travelocity, which will show flights from several different airlines with one search.

8. List two things a traveler should know about how to stay safe and healthy when traveling. Possible answers include:

 Check the CDC site to find out about vaccinations.

 Find out about safe drinking water and so on.

 Check with the State Department for travel warnings.

 Know how to reach the US Embassy.

 Know how to reach emergency services in the destination country.

9. List two forms of payment a traveler may choose to use while traveling. Possible answers include:

 Use the country’s currency (cash).

 Use traveler’s checks.

 Use a credit or a debit card that works internationally.

10. What are the current guidelines for bringing liquids on a plane? No more than 3 ounces of any liquid on a plane; all liquid containers must fit inside a one-quart plastic sandwich bag. Larger containers of liquid can be used only if they are purchased at the airport. There are exceptions for medications, baby food and formula, and breast milk.

Teacher Resource 10.6 Key Vocabulary: Air Transportation

Term Definition

arrival time The time a plane will land at an airport.

baggage claim The area in the airport where passengers go to collect their luggage.

boarding pass The ticket passengers need to enter the plane and locate their seat.

business class A section of the plane reserved for travelers who want to upgrade from the standard seat size, amenities, and service.

carry-ons The bags passengers bring with them on the plane.

checked luggage Bags that are put in the cargo area of the plane, which is inaccessible by passengers.

check-in The process passengers must go through when first arriving at the airport before going through security.

coach class The section of the plane that offers standard seat size, amenities, and service; typically, the least expensive section. Also called economy class.

cockpit The area where the pilot sits to operate the plane; remains closed and locked during flight for security reasons.

connecting flight The airplane a passenger catches after a layover.

departure time The time a plane will leave from an airport.

economy class See coach class.

FAA (Federal Aviation The federal agency that develops and enforces safety regulations and Administration) advancements.

first class The section of the plane that offers the largest seat size and highest- quality amenities and service.

Term Definition

flight attendant The airline employee responsible for providing service to passengers and ensuring their in-flight safety.

flight number The number that identifies a particular flight and that passengers use to find their gate number and plane.

layover A stop in an airport before reaching the final destination.

one-way ticket A ticket that passengers buy to fly to a destination but not to return.

red-eye A flight that departs late at night and arrives during early morning hours.

round-trip ticket A ticket that passengers buy to travel to a destination and back again.

ticketing agent An airline employee who checks in passengers, checks luggage, and prints boarding passes.

TSA (Transportation A federal agency that protects transportation systems in the United Security Administration) States and ensures safe air travel; employees serve as security officers in airports.

Teacher Resource 10.7 Bibliography: Air Transportation

Online “Airline and Commercial Pilots.” US Department of Labor: Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/ooh/transportation-and-material-moving/airline-and-commercial- pilots.htm (accessed February 22, 2016). “Airplanes, Flight.” About.com: Inventors, http://inventors.about.com/od/fstartinventions/a/Airplane.htm (accessed February 22, 2016). “Check in and Arrival Times.” American Airlines, http://www.aa.com/i18n/travelInformation/checkingIn/arrivalTimes.jsp?anchorEvent=false&from=Na#arriv altimes (accessed February 22, 2016). “FAQs: Questions We Hear the Most.” Southwest Airlines, http://www.southwest.com/html/customerservice/faqs.html (accessed February 22, 2016). “Flight Attendant Career.” Flight Attendant Facts.com, http://www.flightattendantfacts.com/flight_attendant/flight_attendant_career.html (accessed February 22, 2016). “Flight Attendants.” Employment Development Department, http://www.calmis.ca.gov/file/occguide/flightat.htm (accessed February 22, 2016). “Flight Attendants.” United States Department of Labor: Bureau of Labor Statistics, Occupational Outlook Handbook, http://www.bls.gov/ooh/transportation-and-material-moving/flight-attendants.htm (accessed February 22, 2016). Hill, Danielle. “Business vs. Economy Class.” USA Today Travel Tips, http://traveltips.usatoday.com/business-vs-economy-class-103443.html (accessed February 22, 2016). “Prohibited Items.” Transportation Security Administration, http://www.tsa.gov/traveler- information/prohibited-items (accessed February 22, 2016). “Travel Tips: 3-1-1 Liquids Rule.” Transportation Security Administration, https://www.tsa.gov/node/2197 (accessed February 19, 2014). “The Ups and Downs of Online Check-In.” IndependentTraveler.com, http://www.independenttraveler.com/travel-tips/travelers-ed/the-ups-and-downs-of-online-check-in (accessed February 22, 2016). “U.S. Visas.” U.S. Department of State, http://travel.state.gov/content/visas/english.html (accessed February 22, 2016). “Visa (Document).” Wikipedia, http://en.wikipedia.org/wiki/Visa_(document) (accessed February 22, 2016). Zuo, Tom. “Difference between Business Class and First Class.” USA Today Travel Tips, http://traveltips.usatoday.com/difference-between-business-class-first-class-21078.html (accessed February 22, 2016).

Student Resources

Resource Description

Student Resource 10.1 Reading: Taking a Flight

Student Resource 10.2 K-W-L Chart: Preparing to Fly

Student Resource 10.3 Reading: Preparing to Fly

Student Resource 10.4 Activity: Making Flight Arrangements

Student Resource 10.1 Reading: Taking a Flight

Ticketing agents email itineraries to passengers, or passengers can get them from the sites they used to purchase their tickets. Passengers then print the itineraries and keep them for reference throughout their trips. Itineraries tell passengers when their flights leave, what airlines they are using, their flight numbers (which are similar to bus numbers), when and where their layovers are (if they have them), and when they will arrive. It also provides them with their return flight information. It is important to check the airport monitors for arrival and departure gates, since they often change and may be different from what is printed on your ticket. Airplanes will not wait for late passengers, even if they have paid a lot of money for their tickets. For security reasons, passengers must be present at the gate at least 15 minutes before the scheduled take- off time. That means that a departure time of 3:00 really means 2:45. Itineraries usually include these details at the bottom.

To check in, passengers look for signs with the names of their airlines, where ticketing agents check passengers’ IDs. This means matching the passenger’s government-issued ID (such as a driver’s license or a passport) with the name printed on the ticket. If passengers misspell their names while purchasing tickets, it can result in a delay. Ticketing agents have to make sure people aren’t using fake names or IDs to buy tickets, which violates safety standards and is illegal. Next, the ticketing agent checks the passengers’ luggage and hands them their boarding passes. Boarding passes have seat information on them and allow passengers to enter the screening area. Passengers can also check in at computer kiosks, which will prompt passengers to identify themselves, either by inserting the credit card used to buy their ticket, typing in their flight confirmation code, or entering their frequent flyer number. A boarding pass prints out below the computer. Security agents then check IDs at the screening area. Today, many people check in online from home before leaving for the airport. Many airlines enable passengers to check in via mobile phone by using the airline’s app or mobile site. These passengers display their boarding passes on their phone instead of handing over a printout. Special barcodes prevent fraud. By using these options, passengers avoid spending time in lines. However, to check bags, passengers still need to see a ticketing agent. Since many airlines now charge for luggage in coach class, some airlines let you pay for your luggage when you print out your boarding pass at home, so when you check your bags at the airline counter, the luggage tag saying that you paid will automatically be printed.

The security screening area is separate from check-in. Before entering, passengers make sure all carry- on liquids, including shampoos, drinks, and sunscreen, are in 3-ounce bottles that fit in a 1-quart plastic bag. If not, they must throw them away. Each passenger can only carry on one quart bag. Exceptions include medications, baby formula or food, and breast milk. Next, passengers present their IDs to agents waiting at the entrance. Agents match their ID to their boarding pass, and passengers proceed through metal detectors, some of which also test for explosive substances on skin and clothes. Before going through the detectors, passengers must remove metal belts, sweaters or jackets, and shoes. They can’t have change in their pockets. These belongings, along with any carry-on bags and laptop computers, are placed in bins on a conveyor belt, which are X-rayed by more agents who check for banned items like knives, guns, and liquids that aren’t packed properly. Shoes are X-rayed to check for weapons or other banned items that could be placed in the heels. After everything is scanned and passengers go through metal detectors, they still might be randomly selected for further inspection, which includes having a metal-detecting wand waved over their body and having their bags opened and inspected by an agent. In some cases, passengers must also submit to a pat-down in which an agent physically checks them by patting on the outside of their clothing to see if they are carrying anything concealed under their clothes.

Student Resource 10.2 K-W-L Chart: Preparing to Fly

Student Name:______Date:______

Directions: Complete the What I Know and What I Want to Know sections based on what you have already learned from the PowerPoint presentation and personal experience. Then read Student Resource 10.3, Reading: Preparing to Fly, and complete the What I Learned column as you read.

What I Know What I Want to Know What I Learned

About booking flights:

About choosing a flight (scheduling, layovers, round-trip flights, etc.):

About international travel, required documents, health and travel tips:

About packing for air travel (What can you bring? What can’t you bring?):

Student Resource 10.3 Reading: Preparing to Fly

You have spent months—years even—dreaming about it. You have researched, planned, and saved. You have booked your hotel, found interesting restaurants to check out, and planned your activities. There is still one important step left, though, to make your dream trip a reality. You have to actually get there. It’s time to book your flight. Sounds simple, right? There are actually many factors to consider before you book.

Getting Ready Before you book your flight, you should organize all of the information you will need:  Where you want to go  Dates of departure and return—How flexible are these dates?  Times of day that you are able or willing to depart and return  Any special requirements: a wheelchair in the airport, a particular seat due to physical limitations, need to bring a stroller, a vegetarian meal (if flying business or first class or flying internationally)  The credit card you will use to purchase the ticket

How to Book Flights The way you book your flight will depend on what is most important to you: the airline or the price.

Booking Directly through the Airlines Maybe you really like the service, cleanliness, or even price of a particular airline. Or maybe you earn frequent flyer benefits—rewards like discounts on future flights, hotels, and car reservations—each time you fly the same airline. If that is the case, you should book directly with the airlines. To do this, you can either visit the airline’s website or mobile app, or you can call the airline’s ticketing agents.

Booking through an Online Site If, instead, you don’t care which airline you fly as long as the flight gets you to your destination when you want to arrive and doesn’t cost too much, you should book through an online site. There are dozens of online sites that help travelers sort tickets according to price, number and duration of layovers, seats, destination, and other specific needs, such as whether they are traveling with children. After travelers enter all of that information into the search tool, the site provides them with a list of flight options that are suitable. Popular flight search sites include:  Expedia (www.expedia.com)  Travelocity (www.travelocity.com)  Orbitz (www.orbitz.com)  Kayak (www.kayak.com)

Making Choices about Your Flight Choosing how to book is just the first step. Once you open up the website or get connected to a ticket agent, you will be faced with a whole list of new choices:

When do you want to travel? Dates: The dates you fly will be based on three factors: 1) the days you would like to travel, 2) the days when flights are available, and 3) the days flights are least expensive. Everyone will weigh each of these factors differently. For example, flying in the middle of the week is usually less expensive than flying on the weekend, when there are more travelers. However, flying in the middle of the week can also be less convenient if it conflicts with work. Or if you need to arrive on a specific day, you will want to search for flights only on that day. Times: Just like with dates, when choosing times, you will have to consider both convenience and availability. Business travelers often travel in order to attend meetings, so they have to be in a certain location at a certain time. Leisure travelers usually have more flexibility. If convenience does not matter at all, take a red-eye flight, an overnight flight that takes off late at night and arrives in the early morning hours. (Travelers who take those flights often arrive sleepy—with red eyes.) Red-eye flights are usually less expensive.

Round-Trip or One-Way? When booking online, you will be asked to select either the “one-way” or “round-trip” box. If booking via the phone, the agent will ask you the same thing. A round-trip flight is a flight in which the outgoing and incoming flights are booked together. In most cases, this is what you will want to purchase because they are more convenient and less expensive than two one-way tickets. If, however, you are planning to find different methods of travel for the trip home, are going stay for an undetermined length of time, or moving to a new location, a one-way ticket is the way to go.

Direct Flight or Layover? When looking at flight options, you will see that some flights keep you on the same plane the whole time (even if the plane makes a stop or two along the way). This is called a direct flight, or a nonstop flight if the plane takes off in one city and lands in the passenger’s destination without stopping. Other flights require passengers to get off the plane and switch to a different plane, like transferring on a bus. These are called layovers. For example, if you are flying from Los Angeles to Miami, your plane might have a layover somewhere in between, like Denver. Some people might use that flight to get from Los Angeles to Denver, and they would get off. Other people would stay on, because they want to go to Miami. Layovers can last hours, and waiting in the airport can be boring, even though there are shops and restaurants to explore. Layovers can also mean having to run with heavy luggage through an unfamiliar airport to catch a connecting flight when flights are booked too close together. So why would you ever choose to have a layover? Sometimes a flight with a layover is the only one available. They also tend to be less expensive. If you have an extended layover, you are allowed to exit the airport and leave your checked luggage behind. So you might choose a flight with a layover because it allows you to spend an hour or two in an interesting city. Just know that when you return you are required to go through the security procedures again.

Where do you want to sit? Different seats are located in different areas of the plane, designated coach (or economy) class, business class (only on some larger planes), or first class. Travelers choose seats depending upon

Copyright © 2007–2016 NAF. All rights reserved. AOHT Principles of Hospitality and Tourism Lesson 10 Air Transportation what services they want and how much they want to spend. The coach seats are less roomy, are located in the middle and back of the plane, and are attended to by flight attendants last. Business class is located toward the front of the plane, offers bigger seats, and sometimes has better television screens (if the plane offers them). Flight attendants serve business class passengers before they serve coach passengers. First class seats are located in the front, right behind the cockpit and flight attendant station, and are large and comfortable. First class passengers have their own flight attendants, and their food and beverage is better quality and included in the price of the ticket. Alcohol is also included in their higher priced ticket. Have a lot of frequent flyer miles? You can redeem them to upgrade your coach ticket to business class or first class without paying any extra fees. People who work in the airline industry, such as flight attendants and pilots, also fly first class if the seats aren’t full, and they usually fly for free as a job perk.

How much will you pay? All of these choices: date, time, layovers, and seats impact ticket price. Ticket prices can also change depending on how far in advance you try to schedule a flight (last-minute flights can be very expensive or very cheap). Depending on your situation, you may have no choice but to buy the ticket that gets you to your destination on the right day and time. Or, you may be able to spend days searching for the least expensive flight or buy your tickets months in advance. If your travel schedule is really flexible, sign up for email alerts that notify you when airlines are having sales (which are only good for specific days and specific locations). Are you worried about the environmental impact of your flight? Some airlines now offer the option of purchasing carbon emissions offset credits, which are extra fees that the airline then donates to nonprofits focused on improving the environment. The goal is to offset the negative impact on air quality from air travel. Though these optional fees increase the price of a ticket, they are one way to be an environmentally conscious traveler.

Things to Know Before You Go Now that your flight is booked, you can finish getting ready for your big adventure. With any trip, you will want to make sure you are organized, but there are special considerations when you are traveling abroad:

“When in Rome…” “Do as the Romans do.” Have you heard this expression? Essentially, it means that you follow the customs of the place you are in. Part of the fun of being in another country is experiencing a new culture. That’s why it is important to learn about the country’s language, customs concerning dining, ways of greeting and saying thank you, and other polite behaviors before you leave on your trip. For example, in Spanish-speaking countries, it is customary to speak formally to people you don’t know—the equivalent of saying sir or ma’am in the United States.

Money Issues “Do as the Romans do” also means pay as the Romans pay. When traveling, it’s important to find out about the type of money used in the country you are visiting. Different countries have different currency exchange rates—that is, how much one country’s money is worth compared to another country’s money. For example, $1 might only be worth about $0.85 of a euro, the currency used by many countries in the European Union. But that same $1 is worth 34 baht, the currency of Thailand. The exchange rate changes every day, like the stock market.

You will have to keep the exchange rate in mind when you are spending money. Imagine visiting Japan, where the currency is called yen. If you see a souvenir that cost 1,000 yen, that might sound very expensive. But 1,000 yen does not equal $1,000. One dollar equals close to 100 yen. So that 1,000-yen souvenir is actually only around $10, which doesn’t sound nearly as expensive. What kind of money should you carry? If you want to use cash, you will need to exchange American cash for the currency of the country you are visiting. This means not only keeping the exchange rate in your head, but also making sense of another country’s currency, knowing how much each bill or coin is worth. One way to avoid that problem is to use traveler’s checks, special checks that are designed to work in many different countries, or by using a credit or a debit card that is authorized for international use. Keep in mind, though, the use of a credit or debit card will sometimes require you to show your passport when you use it. This could increase the likelihood of your passport being lost or stolen.

Vaccinations and Health Concerns Can you imagine how awful it would be to have your vacation cut short—and your life put on hold— because you fall victim to a serious disease like malaria or yellow fever? When traveling to another country, it is important to think about how to stay safe and healthy. The Centers for Disease Control and Prevention (CDC) keeps track of the types of health risks a traveler may encounter around the world. On the CDC website (http://wwwnc.cdc.gov/travel/destinations/list/), travelers can learn about what types of vaccinations they might want to get before visiting a specific country. The CDC also offers information to help people stay healthy while traveling. This isn’t advice like you’d get from your mom—eat your vegetables and don’t stay up too late. The CDC keeps travelers informed about which countries have safe drinking water or what diseases they might get if they don’t wear mosquito repellent. The more adventurous your trip is, the more you need to pay attention to this kind of information.

Safety Issues Diseases are not the only potential safety concerns when traveling. What if a civil war has broken out? Or kidnappings of foreigners are on the rise? The State Department keeps track of things like political unrest, increased criminal activity, or anti-American attitudes. Check their website (https://travel.state.gov/content/passports/en/alertswarnings.html) for travel alerts and warnings. If there is a warning, it doesn’t mean you have to cancel your trip; it just helps you to stay out of dangerous situations. If you do run into trouble while traveling, the US Embassy can help. No matter where you are traveling, if you are out of the country, make sure you know how to reach the US embassy or consulate in the country you will be visiting. It is also a good idea to familiarize yourself with how to reach the police, fire department, or ambulance services in the country you are visiting. (911 doesn’t work internationally!)

Travel Documents Imagine this nightmare scenario: You are all booked, packed, and ready to go. You have gotten your vaccines, read through your travel alerts, and have your translation dictionary tucked under your arm to study on the plane. You arrive at the airport and show your ticket and the ticket agent asks for your ID. Uh-oh. You don’t have it. Do you know what that means? No ID, no trip. Traveling domestically? You must bring documents or identification with you to the airport to prove who you are. For any trip, you need an ID to show the ticket is really in your name. Mostly, people use their driver’s license. People who do not drive may get a government-issued ID card. You can usually obtain

Copyright © 2007–2016 NAF. All rights reserved. AOHT Principles of Hospitality and Tourism Lesson 10 Air Transportation these through your state’s Department of Motor Vehicles (DMV). The ID card looks like a driver’s license but is for identification purposes only—it does not allow you to drive. Leaving the country? You will need a passport that proves you are an American citizen (for example). A passport is an official government document that lets you visit other countries for short periods of time and reenter your own country when you are done. How to get a passport: It can take weeks to obtain a passport, so you need to plan ahead! You can often get a passport through the local post office. When applying for a passport for the first time, you have to bring in your birth certificate, naturalization certificate, or other documents proving that you are a US citizen. You also need to provide some form of identification, like the driver’s license or ID card. You will have to fill out some forms and provide two photographs of yourself. You pay a fee and the government begins processing your passport. Planning to stay longer? Often countries require a travel visa, which is an official government document that allows a visitor to enter and stay in a country for an extended period of time. A visa is typically a sticker or stamp placed in a passport that allows you to enter the country. There are visas for different reasons. For example, if you were going to study abroad in another country for a year, you would need a different visa from someone taking a vacation for a week or two. Visa requirements vary from country to country, so you need to research the visa requirements of the country or countries you are planning to visit. ID Checks: If you are planning to visit more than one country, be prepared to show your travel documents with each new place you go. At customs and border checkpoints, the guards will look at your papers (passport, etc.) and may inspect your luggage (or your car if you’re driving). These checkpoints are designed to prevent people from smuggling things between countries and to keep people from entering a country illegally.

Packing for Air Travel Once you have everything in order, the only thing left to do is pack! Packing for trips has become more difficult since the terrorist attacks of September 11, 2001. There are many items that are banned from airplanes for safety reasons. Over the years, the list of items banned has grown, and many passengers find it increasingly difficult to remember what not to bring. But it is important to know. Transportation Security Administration (TSA) officers check luggage and carry-on bags, and if they find banned items in your luggage, they will dispose of them and you will not be able to get them back. For a list of packing do’s and don’ts, visit TSA’s website (www.tsa.gov). Types of Bags: When you travel you can bring two types of luggage: carry-on and checked. Carry-ons are bags that go on the plane with the passenger, so items that could be used as weapons, such as pocket knives, are not allowed. To get through the security checkpoints, your liquids, including bottles of water, juice, shampoo, perfume, and toothpaste, must be in 3-ounce bottles. Also, all of your mini-bottles must fit inside a 1-quart clear plastic zip-top bag. Most stores have a travel-size section, offering products in sizes that conform to travel regulations. Once you’ve made it past the security checkpoint, you can purchase regular water bottles and regular- sized toiletries at the airport and take them on the plane. You don’t want your carry-on too full, anyway. It must be small enough to fit under the seat in front of you or in an overhead compartment, and each passenger is only allowed one carry-on bag plus a small purse or a backpack.

Do you really need to bring that full-sized bottle of shampoo? One way to get it there is in your checked luggage. Because checked luggage is stored under the plane, out of the reach of passengers, it has fewer restrictions. However, over the past few years, many airlines have started to charge for luggage that exceeds a certain weight. Today, many airlines are charging for any checked luggage.

Student Resource 10.4 Activity: Making Flight Arrangements

Student Name:______Date:______

Directions: Your job is to find tickets based on this requirement: You need to take a plane from New York City to San Francisco, and then back again (this is a round-trip ticket). You want to stay in San Francisco for about a week (you’re flexible), and you want to find the least expensive ticket.

Follow your teacher’s instructions to find information about the available flights. Record answers to the research questions below. Note the source of the information in each section.

Research Questions

1. What is the name of the airport you will fly out of in New York?

Source:

2. What is the name of the airport you will fly into in San Francisco?

Source:

3. What are the names of the airlines that fly from New York to San Francisco round-trip (list all of them)?

Source:

4. What are the available flight times and prices if you leave New York next Monday?

Source:

5. What are the available flight times and prices if you leave New York in two weeks, on a different day of your choosing?

Source:

6. Does the source you are using list any specials from New York to San Francisco? What are they?

Source:

7. Based on the information you found, which round-trip flight will you choose?

Airline name:

Departure and arrival (in San Francisco) date and times:

Departure and arrival (back in New York) date and times:

Price:

This lesson introduces students to the role of ground transportation in travel and tourism. Students explore the various types of ground transportation and compare American preferences with other parts of the world. They evaluate why some methods of transportation are more effective than others, taking into account location, price, environmental impact, and availability. Students combine this learning with their understanding of air and water transportation to flesh out itineraries for high school vacation packages. Advance Preparation  In Class Periods 3 and 4, students will need access to computers for Internet research (one student per computer).  Be sure that students’ draft itineraries from Lesson 8 are assessed and available for students to work with in this lesson. This lesson is expected to take 4 class periods.

Lesson Framework Learning Objectives Each student will:  Identify the most common ground transportation options  Evaluate the benefits and limitations of ground transportation options*  Develop a comprehensive itinerary for a vacation package for high school students *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)

 Apply unit and time conversion skills to develop travel schedules and compute cost, distance, and time (including travel time) factors (Common Career Technical Core 2012, HT-TT 2)  Assess the potential (real and perceived) hazards related to multiple environments, and recommend appropriate safety, health, and security measures for travelers (Common Career Technical Core 2012, HT-TT 4)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Customize travel with diverse transportation, lodging, cruise, and food options (Common Career Technical Core 2012, HT-TT 8)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10) Assessment

Assessment Product Means of Assessment

Completed vacation itinerary for culminating Rubric: Vacation Itinerary (Teacher Resource project (Student Resource 11.4) 11.1)

Prerequisites  Understanding of how to conduct research using the Internet or other available resources  A basic understanding of the role of travel agents  Knowledge of the theories of consumer motivation  Understanding of the environmental impact of tourism  Beginning understanding of the economics of tourism  Familiarity with water and air transportation in tourism  Knowledge of the purpose and format of an itinerary  Ability to develop a schedule for a traveler on vacation  Knowledge of the steps required for booking a plane flight

Instructional Materials Teacher Resources  Teacher Resource 11.1, Rubric: Vacation Itinerary  Teacher Resource 11.2, Key Vocabulary: Ground Transportation  Teacher Resource 11.3, Bibliography: Ground Transportation Student Resources  Student Resource 11.1, Reading: Ground Transportation  Student Resource 11.2, Graphic Organizer: Ground Transportation  Student Resource 11.3, Example: Complete Vacation Itinerary

 Student Resource 11.4, Planning Guide: Final Vacation Itinerary Equipment and Supplies  Computers with Internet access (one for each student)  Blackboard, whiteboard, or flip chart  Pens of different colors, seven total  Sheets of chart paper (at least one sheet for every three students)  Sticky notes (one stack for every three students)

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Sticky Note Ranking: Ground Transportation In this activity, students begin their study of ground transportation in tourism by making predictions about the types of ground transportation that are most popular with tourists inside and outside of the United States. Tell students that they are now thoroughly familiar with air and water transportation in the tourism industry, but they have yet to study ground transportation. To begin this study, divide the class into groups of three or four. Ask students to make a list in their notebook of all the ways tourists move around or transport themselves and their belongings that do not involve air or water travel (in other words, this list could include bicycles, walking, burros, and less common modes—not just cars, buses, and trains). Allow approximately five minutes for the groups to brainstorm their lists. While students are working, give each group a stack of sticky notes. When the five minutes are up, ask each group to share at least one type of transportation they thought of, and make a list on the board. Ask students to write each type of transportation that you list on the board on its own sticky note. Once every group has contributed at least one item to the list, and students have copied each item onto a sticky note, ask them to place the sticky notes in order of how popular they think they are with tourists in the United States. In other words, the most popular one goes on top, and the least popular at the bottom of the list. Ask each group to explain their ranking using the following prompts:  We ranked first because….

Step Min. Activity

 We ranked last because…. Tell students to copy their ranking into their notebook. Next, ask students:  If we’re talking about tourists in countries outside the United States, would you change your rankings? Why or why not? Give students a few minutes to discuss in their groups and change their rankings if necessary. Ask each group to explain their ranking using one of the following prompts:  We changed our ranking to because….  We didn’t change our ranking because…. Ask students to leave their rankings posted. Explain that they will find out if their rankings are correct during the next activity.

2 30 Reading: Ground Transportation Students learn about the various types of ground transportation and evaluate them using a graphic organizer. Review Student Resource 11.1, Reading: Ground Transportation, and Student Resource 11.2, Graphic Organizer: Ground Transportation. Explain that the reading will introduce students to more information about the most common types of ground transportation. The reading includes information about the most popular types of ground transport in the United States and abroad. As students come upon this information, tell them to check it against their predictions from the previous activity and to note where they were correct and where they were wrong. Next, explain that the graphic organizer provided in Student Resource 11.2 offers a way for students to gather information about the advantages and disadvantages of different methods of travel. As they read, ask students to use the information they are reading to complete the organizer for each of the transportation types listed. They can also draw on their personal experiences with any of these modes of transportation. Take the last few minutes of class to review the chart (Popularity of Ground Transportation Choices by Country) on page 1 of Student Resource 11.1. Ask students to raise their hands in response to the following questions:  Look at your predictions for popular ground travel methods inside the United States. How many of you were correct in your predictions? If some of your predictions were wrong, which ones were they?  Now look at the predictions for travel methods in other countries. How many of you were correct in those predictions? If some of your predictions were wrong, which ones were they? Ask students if they had any points of confusion as they were filling in their charts; answer any questions. You may want to gauge student understanding by assessing Student Resource 11.2, Graphic Organizer: Ground Transportation, on a credit/no-credit basis.

CLASS PERIOD 2

Step Min. Activity

3 20 Culminating Project Work: Reviewing an Example Vacation Itinerary In this activity, students prepare to flesh out the rough draft of their high school vacation package itinerary by studying an example of a fully developed vacation itinerary. Note: If you have decided to give students a budget to work with, give them this information as they begin the following activity. Make sure students are sitting with their project groups. Ask students to retrieve the entertainment itineraries they created for their high school vacation packages in Lesson 8. Remind them that they are incomplete; they lack vital information for travelers. In this activity, students will determine what they need to add to create an itinerary that gives travelers all of the information they need to fully relax and enjoy their vacation. Ask them to review Student Resource 11.3, Example: Complete Vacation Itinerary, and compare it with their previously drafted itinerary, which they completed in Lesson 8. Ask students to discuss the following question:  What information does this example contain that we don’t currently have on our drafts? Give students a few minutes to discuss. Lead a class discussion on the topic by calling on volunteers from each group to share. Student answers may include:  How to get to the destination  How to get around at the destination  Details about the hotel  Safety tips  Details about where to get meals Next, have students study the chart of costs that follows the example itinerary. Tell students to note how the table is organized and what information they need to find for their own itineraries and cost breakouts.

4 20 Culminating Project Work: Reviewing the Rubric Students review the rubric to develop a clear sense of expectations for this assignment before beginning their work. This activity focuses on the following college and career skill:  Developing awareness of one’s own abilities and performance Distribute Teacher Resource 11.1, Rubric: Vacation Itinerary. Explain that this is how the assignment will be assessed. Ask students to read over the rubric and identify anything that is confusing to them. Allow students approximately five minutes to review the rubric in groups. Next, have students look at the assessment they received on their draft itinerary (from Lesson 8). Tell students that if they met a particular criterion, they probably don’t need to make further revisions to that section. If they received any Partially Met or Did Not Meet assessments, they need to revise those sections of the itinerary. Otherwise, they can be certain that they will not receive an Exemplary assessment for that itinerary element

Step Min. Activity

on the rubric. Give each group a few minutes to compare the assessment they received on their drafts with the rubric. Ask each group to pinpoint one criterion that may be challenging for them. Tell each group to think about what steps they can take to be successful. For example, suppose a group received a Developing on the feasibility criterion for their draft itinerary. According to the rubric, this criterion will be assessed again, only more thoroughly. To receive an Exemplary assessment on the feasibility of their completed itinerary, students will first need to revise their original times. Then they will need to double-check how much time they leave between activities and make sure their research is thorough on how much time it takes to get from one place to another. Tell all groups to borrow good ideas from each other and write them down in their notebook. Answer any remaining questions. Tell students that now that they have a clear understanding of the assignment, it’s time to get to work.

5 10 Culminating Project Work: Researching the Vacation Itinerary Students prepare to divide up the work among their group mates to complete their itineraries. Ask students as a group to read the first section of Student Resource 11.4, Planning Guide: Final Vacation Itinerary. Give groups a few minutes to discuss. Ask students to read over the rest of Student Resource 11.4 and to use the chart provided to help them divide up the work. Circulate through the classroom to make sure the work is being evenly divided. Tell students that they can get started on their section for homework; otherwise they will have one class period in which to complete it.

CLASS PERIOD 3

6 50 Culminating Project Work: Finishing the Vacation Itinerary

Students conduct research and work together to complete their itineraries. This activity focuses on the following college and career skills:  Utilizing time efficiently when managing complex tasks  Prioritizing and completing tasks without direct oversight  Locating, evaluating, and applying information Let students know that this class period is their opportunity to do any research and make any changes to their itinerary before turning it in. Identify computers (one per student) and any other research materials students may use. While students are working, circulate through the classroom to answer any questions and keep students on task. Remind students to keep dividing up the work so that everyone is contributing equally to the assignment. When the class period is almost up, remind students that they need a finished draft for

Step Min. Activity

the next class period. Ask students to finish the assignment for homework, if necessary.

CLASS PERIOD 4

7 35 Culminating Project Work: Peer Feedback on Vacation Itinerary Drafts

Students share their itineraries with another project group to gain outside feedback on its clarity and feasibility. Pair up the groups and ask them to trade itineraries and provide feedback. Ask groups to use the following prompts to guide their feedback:  We really like how you….  You could also….  We have a question about….  We’re not sure it works to…. Encourage students to listen carefully to the feedback and make notes about ways they might add to or revise their itinerary. Groups should keep the rubric on hand to help them give specific feedback. Once the groups have shared, ask them to return to their project group to make changes and complete their itinerary. Identify computers (one per student) students may use. When the itineraries are finished, collect and assess using Teacher Resource 11.1, Rubric: Vacation Itinerary.

8 15 Reflection: Learning about Transportation Students conclude this lesson by reflecting on their culminating projects thus far as well as what they have learned about transportation in the hospitality and tourism industry. Ask students to take the last few minutes of class to reflect on one or more of the following prompts in their notebook:  Of air, water, and ground transportation, I learned the most about ______because….  A form of transportation I’d like to try is ______because….  The hardest part about developing our vacation itinerary so far has been ______because…. Give students a few minutes to write. Ask them to share their thoughts with their project groups. Invite one volunteer from each group to share their response to one of the prompts. You may want to gauge student understanding by assessing the notebooks on a credit/no-credit basis. Tell students that they have just completed a major component of their culminating projects and finished their unit on transportation in hospitality and tourism. Next, they will discover how the industry uses consumer motivation and demographic research to market products and services such as cruises, flights, and vacation packages.

Extensions Content Enrichment  Have students research and report on the history of one type of ground transportation in the United States or in another country.  Have students research and report on the various safety measures implemented in the past 20 years in ground transportation in the United States, including seat belts, air bags, and so forth.  Take students on a field trip to a local bus company, car/vehicle rental business, or railway station to explore in-depth the way the businesses market to consumers, transport travelers, and conduct business. Write a report on the findings.  Have students research and report on the environmental effects of different forms of ground transportation. Tell them to find out as much as they can about the congestion and smog caused by cars. What, if any, impact has the introduction of hybrid cars had on this problem? What about public green buses that create no exhaust? Which forms of ground transportation are best for crowded cities? Encourage students to make presentations of their findings.  Discuss the growing popularity of on-demand transportation from companies such as Uber and Lyft, how this is effecting current ground travel businesses, and how this trend could evolve. STEM Integration  Science: Many travelers going by car, van, or bus are plagued by motion sickness, especially when trying to read or watch a screen while in a moving car or bus. Scientists aren’t entirely sure why we develop motion sickness, but many believe that we feel sick when the input we’re getting from our eyes doesn’t match the balance signals we get from other parts of our body. What’s known for certain is that our balance system, which is located in the inner ear, is central to seasickness and motion sickness. Show students this video about motion sickness: https://www.youtube.com/watch?v=sqEkSmju8fU. Then have them work in pairs to write a handout they could give to clients who are concerned about motion sickness. The handout should include a description of why motion sickness happens, and a variety of ways to treat or prevent it.  Technology: If your students have access to Microsoft Excel, guide them to create charts showing which method of ground transportation is more prevalent in the United States based on how many travelers use it, which method transports people to the most locations in the United States, and which costs the most on average. Additional Cross-Curricular Ideas  History: Have students write a report on the development of ground transportation during the past 100 years in the United States.  Social Studies: Have students write a report on the working conditions of people who built the railway system in the United States.

Teacher Resources

Resource Description

Teacher Resource 11.1 Rubric: Vacation Itinerary

Teacher Resource 11.2 Key Vocabulary: Ground Transportation

Teacher Resource 11.3 Bibliography: Ground Transportation

Teacher Resource 11.1 Rubric: Vacation Itinerary

Student Names:______Date:______

Exemplary Solid Developing Needs Attention Activities span a wide Activities span an Activities are quite basic Activities are Activities range of appealing, appropriate range of and predictable. Some predictable and exciting, memorable, and appealing and are described adequately, inadequately unique things to do, memorable things to do, but they lack appeal. described. A traveler thoroughly described in an described adequately Evidence of effort to be is unlikely to appealing and creative and in an enticing way. creative is minimal. appreciate these way to entice the traveler. Effort clearly went into choices. Evidence is It’s clear that much creating a unique and lacking of effort to be thought and effort went imaginative project. creative. into the assignment. Content is clearly Content is organized Good information is Content is Content organized, consistently and mostly easy to read. presented, but it is not disorganized and Organization/ arranged across the days, Days and activities are well organized and is difficult to follow. Labels and easy to read. Each labeled appropriately. difficult for a reader to Some information or day and activity is clearly follow. Some labels for labels are missing. labeled. days or activities are missing. The itinerary is well The itinerary is feasible The itinerary is mostly The itinerary is highly Feasibility/ designed, with a feasible and allows enough time feasible, but there are a implausible or poorly Ease of Use schedule that allows for meals, travel, sleep, few places where scheduled. No reasonable time for meals, and activities. Some scheduling is tight or additional information travel, sleep, and information is provided improbable. is provided to assist activities. Specific to make travelers’ travelers. information is provided to experiences easier. make travelers’ experiences easier. Required format and all Required format and all Format does not meet the Format is completely Required elements are included in elements are included in assignment different from the Format and the assignment. Some the assignment. specifications, and one or assignment Elements additional elements are two of the required specifications, and included to enhance the elements are missing. more than two assignment. elements are missing. No grammatical, spelling, Few grammatical, Some grammatical, Many grammatical, Mechanics or punctuation errors. All spelling, or punctuation spelling, or punctuation spelling, or sentences are well errors. Most sentences errors. Most sentences punctuation errors. constructed and vary in are well constructed, are well constructed, with Most sentences are structure. with some variation in little variation in sentence poorly constructed. sentence structure. structure. All of the group members All of the group Most of the group Some of the group Group Work participated completely members participated members participated, members did not and enthusiastically, completely, meeting all completing most of the participate, causing exceeding expectations for of the requirements for requirements for the the group to miss the assignment tasks. the assignment tasks. assignment tasks. some of the requirements for the assignment tasks.

Additional Comments:

______

Teacher Resource 11.2 Key Vocabulary: Ground Transportation

Term Definition

Amtrak The main railway company in the United States.

Greyhound The main intercity bus company in the United States.

high-speed rail Trains that travel hundreds of miles an hour.

intercity Transportation between two cities.

intracity Transportation within a city.

A commuter train that operates using an electric railway or overhead light-rail cable.

subway An underground railway system.

trolley A single train car that operates using a gas engine or electric system.

Teacher Resource 11.3 Bibliography: Ground Transportation

Print Halberstam, David. The Fifties. New York: Random House, 1994.

Online “About Greyhound.” Greyhound, https://www.greyhound.com/en/about (accessed February 23, 2016). “Amtrak.” Wikipedia, http://en.wikipedia.org/wiki/Amtrak (accessed February 23, 2016). Briney, Amanda. “High Speed Trains.” About.com: Geography, http://geography.about.com/od/urbaneconomicgeography/a/highspeedtrains.htm (accessed February 23, 2016). “History of the Interstate Highway System.” U.S. Department of Transportation: Federal Highway Administration, http://www.fhwa.dot.gov/interstate/history.cfm (accessed February 23, 2016). Plungis, Jeff. “Megabus, BoltBus Overcome U.S. Stigma with Cheap Travel.” Bloomberg.com, http://www.bloomberg.com/news/2013-01-07/u-s-travelers-giving-up-driving-flying-for-bus-trips.html (accessed February 23, 2016). Rosenberg, Matt. “Interstate Highways: The Largest Public Works Project in History.” About.com: Geography, http://geography.about.com/od/urbaneconomicgeography/a/interstates.htm (accessed February 23, 2016). “Transportation Almanac: Statistics about Cars, Energy, Pollution, Bikes, and More.” BicycleUniverse.info, http://bicycleuniverse.info/transpo/almanac.html (accessed February 23, 2016).

AOHT Principles of Hospitality and Tourism Lesson 11 Ground Transportation

Student Resources

Resource Description

Student Resource 11.1 Reading: Ground Transportation

Student Resource 11.2 Graphic Organizer: Ground Transportation

Student Resource 11.3 Example: Complete Vacation Itinerary

Student Resource 11.4 Planning Guide: Final Vacation Itinerary

Student Resource 11.1 Reading: Ground Transportation

When you think travel, what form of transportation pops into your head? There’s a good chance that your first thought was: airplane. But what happens when you step out of the airport? What if there is no airport where you are going, or the distance is too short for a flight? When you stop to think about it, vehicles like cars, buses, taxis, and trains—even bicycles and your own two feet—play a much bigger role in the travel experience. Together, these are called ground transportation. Is all ground transportation created equal? In short, no. While ground transportation is used everywhere, different forms of transportation are more popular in different countries and even different cities. For example, someone vacationing at a ranch out in the country would probably like to rent a car (or drive their own). However, someone visiting a big city like New York City or London would not find a car very useful. Instead, they would rely on taxis or the subway. In the chart below, you can see which methods of transportation are most popular in the United States, Canada, and the Netherlands.

Popularity of Ground Transportation Choices by Country

United States Canada Netherlands

Car 89% 76% 45%

Public Transit (bus, rail, 2% 10% 7% etc.)

Walking 6% 10% 18%

Bicycle <1% 2% 28%

Other 3% 2% 2%

So what is the best way to travel? Well, that all depends on where you are going, what you are doing, and who you are traveling with. Generally, transportation can be classified by fun, comfort, speed, convenience, and cost. Let’s take a closer look at the three major forms of ground transportation: cars, buses and trains.

Cars As we saw in the chart above, Americans love their cars. Since their mass production really took off in the 1920s, they have been a symbol of independence and freedom. We eat meals from drive-through restaurants, spend the night at motels (short for motor hotels), and even watch movies at the drive-in (although these are getting harder to find). Even today, most travel within the United States happens in cars, not planes. Total average miles traveled by plane each year? 6 billion. Total average miles traveled by car? 2.9 trillion! However, before the 1950s, road trips were not a part of American culture. It was possible to drive from state to state, but it was very time consuming and the roads weren’t in very good shape, so cars broke down a lot. All of that changed with the creation of the Interstate Highway System, smooth four-lane roads crisscrossing the country.

But it wasn’t a desire to drive fast with the top down that led to its creation; it was the Cold War. In the 1950s, the US government worried that the Soviet Union might try to attack us with nuclear weapons. The government needed a road system that could help people evacuate a major city quickly and that could help move missiles around the country (by truck). And so the highway system was born. In fact, the height of freeway overpasses was based on the height of missile trucks. Now, though, we all take advantage of this remarkable road system to help us move people and goods from one part of the country to another.

Cars and Travel Three ways that cars are useful while travelling: 1. You can use your own car. Pros: If your destination is close, or you just want to see more of the country, you have the comfort of your own car and can potentially save money. It also allows you to travel on your own schedule. Cons: It takes longer than air or train travel, and you have to plan to park or store your car once you reach your destination. 2. You can rent a car. Pros: A rental car may be more comfortable—you have the privacy and the flexibility to travel anywhere. You can also rent a car or vehicle to meet your specific needs. Traveling alone or with a friend? You might like to rent a small, zippy convertible. Going with a family or big group? You might prefer to rent an SUV or minivan. Are you looking to be more eco-friendly? Bicycle and scooter rental companies offer bikes that are designed to carry backpacks and sleeping bags for travelers who want to ride across cities or even entire countries if they are traveling internationally. Cons: However, rental cars can cost as much as $50 or more per day, and driving can be difficult in other countries where the rules are different, like in England, where people drive on the left side of the road. Parking a car can be expensive, and it may be hard to find parking spaces in an unfamiliar city. 3. You can hire taxis or rideshares. Pros: Taxis are a fast, efficient way to get around town, and they may be more comfortable than a city bus. On-demand travel options (or rideshares), such as Uber and Lyft, provide travelers the convenience of requesting transportation via mobile devices and eliminating the exchange of fares (which is handled via the app used to request the ride). Cons: Taxis and rideshares may cost as much as a few dollars per mile, meaning a 10-mile trip could cost $20–$50.

Bus While cars give freedom, they also clog the roads, create pollution, and cost a fair amount. If you are looking to save money—and the environment—buses are a good alternative. When traveling, there are three main categories of buses: 1. City Buses: The most often used, city buses can help people move around in and near a particular city. Pro: City buses are environmentally friendly and relatively inexpensive. Cons: City buses may be slower than taxis because they make several stops, and they are less comfortable.

2. Greyhound (and others): Are you traveling between cities on your trip? Go Greyhound. Bringing almost 25 million people to over 2,300 destinations each year, Greyhound is the largest provider of intercity bus travel in the country. Pros: Motor coaches, like Greyhound, are a good option for transporting tour groups, athletic teams, or school groups to various destinations. Also, new competitors to Greyhound, such as Megabus, offer cheaper fares with better amenities—including free Wi-Fi, electrical outlets at each seat, and nicer seating. Cons: Like their city counterparts, buses tend to be slower as they make multiple stops and cannot go as fast as trains or airplanes. 3. Tour Buses: Many cities have tour buses that take tourists around the city to popular sites and attractions. These buses are often double-deckers, meaning they have two levels. Tourists can buy a day pass, which allows them to hop on and off the bus as many times as they want during the day. Pros: For travelers without cars, tour buses gives them a great way to get around the city and visit many attractions in a relatively short amount of time. Double-decker buses can hold more passengers and can also be a fun experience on a nice day, since the top level is open-air. In some cities, like New Orleans, there are also trolleys that serve this purpose. Cons: Tour buses are more expensive than a normal city bus. They also usually only go to the main tourist spots, so it is not a good choice if you want to get off the beaten path. A bus can transport many people and their belongings, taking cars off the road and thereby reducing pollution. In fact, city buses in some places, like San Francisco, run on alternative fuels. But for mass transit that really cuts down on pollution, a traveler has to consider the railways.

Rail Traveling in Europe or Asia? Trains are the way to go. Like on a plane, some trains have different classes or levels that you can choose, from a hard bench (in some cases) to a private rail car with a bed. Want to travel by train in the United States? Although it is not the most popular choice, you certainly can travel between cities, using Amtrak. There are even luxury trains, like the Rocky Mountaineer that takes you through the Canadian Rockies, with stops at hotels along the way. Pros: Traveling by rail is a great way to experience more of a country. You can fly into Paris, for example, and use the train to take day trips to many different regions of France, or hop over to spend the weekend in Germany. You can even take a train under the English Channel to visit London! In the United States, rail service is becoming more popular as people recognize that it is cost- effective and better for the environment. In fact, Amtrak is 18% more energy efficient than commercial airlines and cars. Cons: Train routes—particularly in the United States—are limited and tend to focus on major cities. If you’re trying to get to a small town, the train will only get you part of the way there. Even if you are traveling between major cities, traditional trains are not as fast as planes, so you may still prefer flying.

High-Speed Rail Did you know there are trains that can go faster than 300 miles per hour? High-speed trains like Japan’s bullet train (300 mph) and China’s Maglev (360 mph) overcome the speed disadvantage, using zero emission technology. The United States is behind the curve with this technology, with high-speed rail currently only connecting New York and Washington, DC. Recently, President Obama has put an emphasis on adding more high- speed routes: from Washington, DC, to Boston and Charlotte in the East; from Chicago to Detroit, St.

Louis, and Minneapolis in the Midwest; and on the West Coast, from Seattle to Portland and between Sacramento, San Francisco, Los Angeles and San Diego. Pro: These new routes would drastically reduce driving time: instead of an eight-hour drive from San Francisco to Los Angeles, you could hop on the train and be there in two (for less than the price of a plane ticket). They also could drastically cut US carbon dioxide emissions—by as much as 6 billion pounds per year! Con: High-speed trains are expensive, so ticket prices would be higher than for a traditional train. Also, at this point, they don’t exist in most of the United States!

Subway Systems Trains are not only for long-distance travel. In major cities like New York, Boston, London, Paris, and Tokyo, the subway (underground train) is a very popular way to get around town. Pro: Subways are convenient; you don’t have to wait outside in cold weather, the way you do for a bus or a cab; they are cost effective; and they pollute less than cars. Con: However, at peak hours of the workday, subways can get really crowded. If a train breaks down, you can end up waiting for a long time.

There are pros and cons to every type of ground transportation method. While bikes or scooters might be fun to ride, they are less comfortable than and can’t travel as quickly as cars, buses, and trains. The subway might be perfect for a lone traveler, but becomes complicated when traveling with a large group, people with disabilities, the elderly, or small children. Being smart about the type of transportation you choose is a key component in planning amazing travels.

Student Resource 11.2 Graphic Organizer: Ground Transportation

Student Names:______Date:______

Directions: Use the organizer below to rate the most common types of ground transportation on fun, comfort, speed, and cost, and whether it is bad for the environment. For each category, answer Yes or No and give a short explanation of why you answered that way. One example is completed for you.

Type of Would it be Is it Is it an Is it expensive? Is there any effect on the Transport considered an comfortable? efficient environment?? adventure? way to travel?

Example: Riding Yes, because No, not for a long No, not Yes, renting horses While horses don’t pollute as much a horse horses are a little ride. compared is expensive as a car, for example, they do unpredictable and to a car, compared to other leave behind manure. This you can go off- train, and forms of transport. environmental impact should be road. so on. considered if a lot of horses are going to be used in a small area.

Car

Bus

Train

Type of Would it be Is it Is it an Is it expensive? Is there any effect on the Transport considered an comfortable? efficient environment?? adventure? way to travel?

High-Speed Rail

Subway

Bike

Walking

Student Resource 11.3 Example: Complete Vacation Itinerary

Here is an example of an itinerary for the first day of the trip to Calgary. You can format your itinerary to look like this one or choose another way to do it that will be easy for travelers to read.

Calgary Trip: Vacation Itinerary Time Frame Activity Details Notes Morning 7 a.m. Arrive at airport  Bring passport or Meet in front of United Airlines other ID ticket counter  Pack liquids in 3‐ ounce containers; place all in 1‐quart bag if in your carry‐ on 10:05 a.m. Flight 1724 Depart Seattle International Airport Afternoon 12:27 p.m. Arrive in Calgary Lunch in airport restaurant 1:45 p.m. Hotel shuttle to International Hotel Calgary 3 p.m. Hotel check‐in Stay in Studio Suites, 2 people per room, $75/night; or private suite $150/night Evening 5:30 p.m. Meet in hotel lobby to take shuttle downtown. Have dinner, stroll around. 7:45 p.m. Meet at Chinook Shopping Center for bus tour 8–9:30 p.m. “Night Lights of Calgary” bus tour 9:30 p.m. Meet at Chinook Centre steps to Always take the light‐ take light‐rail back to hotel rail with a partner or the group

Additional Information Make sure to put any small valuables—jewelry, cell phone, iPod, and so on—in the hotel room safe when you leave the room. Also consider bringing a money belt or other way to store your ID and money or traveler’s checks while you’re out and about. You should carry your passport with you at all times.

Total Costs Here is an example of one way to break down the costs of your trip. You can choose a different way to present this information. You need to make it clear which costs are included in the package and which ones are not. In the example, only the costs for Day 1 that are not included are shown.

Costs Included in the Package Price Airplane ticket (Seattle‐Calgary round trip on United) $400–$600 Hotel (four nights at $75/night or four nights at $150/night) $300–$600 “Night Lights of Calgary” bus tour $15 Shakers Fun Centre $25.95 Icefield/Glacier/Banff day trip $149 Horseback‐riding excursion $75 Farewell dinner at Nori Teppan Grill $45 Trip to Calgary package price $1,009.95– $1,509.95

Costs NOT Included in the Package Price Day 1 Transportation to and from Seattle International Airport Lunch at airport Light‐rail to and from hotel ($2.50 one way) Dinner in downtown Calgary

Student Resource 11.4 Planning Guide: Final Vacation Itinerary

Student Names: Date:

Directions: You need to work together as a group to create a finalized itinerary for your high school vacation package. It should provide a basic schedule of activities, meals, and so on, for each day of the five-day trip, including how students will get to and from the destination. You will use all available resources, including the Internet or the printouts your teacher provides you, to find information about available transportation.

What Do You Need to Add to Your Itinerary? In order to complete your itinerary, you will need to add information. The first step is to determine what information you still need.

Each itinerary should include the following: Travel specifics for getting to and from the destination (use your nearest big city as a starting point)  How will they get there?  How much will it cost?  How long will it take?  Will that mode of transportation take them right to the door of their accommodations? If not, how will they get there (taxi, shuttle, public transit, etc.)? Accommodations  Where will they stay?  What will the rooms be like?  How much will they cost?  Are there different options available — king beds vs. two queens, deluxe room vs. standard?  Are there options for those with disabilities? Safety tips  What do guests need to remember before leaving on the trip?  What should they do while there to stay safe? Transportation at the destination  How will guests get around at the destination?  How will they get to each of the activities? Activities  What activities are included?  What activities are optional?  What safety tips are appropriate for the activities?  How long will the activities take?  How much will the activities cost?

 Are there are any activities with specific requirements for those with disabilities?  Are there any activities with specific dress requirements? Meals  Which meal is the special meal that is included in the package price? What are the details?  Where can guests eat their non-included meals? (You don’t need to recommend specific restaurant names, but suggest places where guests can find one or more restaurants to eat in.)  How will guests eat during their activities? For example, if they are out in the wilderness they will need to bring food with them, whereas other activities might have a concession stand, food court, or restaurant on site or nearby. Costs  What are the individual costs of major activities, hotel rooms, the special meal, transportation, and so on? (Do not include small items such as public transportation fares.)  Which items are included in the package price? Which are not?  What is the total package price? (List a range, if necessary.) Use this chart to stay organized. For each subject, write down what is already complete (if anything), what still needs to be done, and who will be responsible for doing it. For example, you should have some of your work done on the accommodations, special meal, and activities, but you probably don’t have much on transportation, safety tips, and costs. Divide the work evenly among all group members.

Subject What Is Complete What Still Needs to Be Who Will Do It Done

Example: We have the hotel info. It isn’t included in an Delia will add it. Accommodations itinerary.

Travel to/from Destination

Accommodations

Safety Tips

Transportation at Destination

Subject What Is Complete What Still Needs to Be Who Will Do It Done

Activities

Meals

Costs

Now it’s time to do some research, gather up the rest of the information you need, and then put it together to finish up your itinerary. Remember to look at the example (Student Resource 11.3) and the rubric to guide you as you put your itinerary together.

How to Find the Information Start by visiting the tourist bureau website, travel-planning websites, or other sources you used earlier in this project. You may also use the following suggestions to find information.

Transportation Options and Prices Search online using the name of your destination plus keywords that result in transportation information for that area. For example, if you are researching Houston, Texas, type:  Houston transportation  Houston airport  Houston taxi  Houston bus service  Houston tourism  Houston tourist boats  Houston sailing  Houston fishing trips  Houston shuttles  Houston transit authority Safety Tips/General Travel Tips Search travel safety, transportation safety, or use these sites for general information:  “Top Safety Tips for Women Travelers,” About.com Student Travel, http://studenttravel.about.com/od/womenstudenttravelers/a/womentips.htm.  “Travel.” Transportation Security Administration, https://www.tsa.gov/travel.

 “Boat Responsibly.” U.S. Coast Guard, http://www.uscgboating.org/recreational- boaters/index.php?m=rb.  Safety, U.S. Department of Transportation, https://www.transportation.gov/mission/health/safety.

How to Determine Costs The price of your travel package does not need to cover every expense your guests will have. However, the following items need to be included in your total package price:

 Transportation to/from the destination (for example, round-trip air fare)  Hotel room costs  Special-meal costs  Costs for any group activity that must be scheduled in advance (for example, a bus tour, a horseback-riding excursion)  Costs for any special group transportation that must be scheduled in advance (for example, a chartered boat for a fishing trip or a rental car) In your itinerary, you should make a note of what things are not included by using one of the following phrases:

 Optional activity  Meal on your own  For an additional fee  Cost not included

In this lesson, students learn about the important role that marketing plays in the hospitality industry. Students consider how people learn about where to go on a trip and the difference between resources that inform and resources that advertise. Students become familiar with marketing channels and use that information to design a promotion plan for their vacation package. Students also create a brochure advertising the highlights of their vacation package. Advance Preparation  Prior to Class Period 3, collect online materials about different vacation options and print them out. Gather print ads and brochures to post around the classroom for class discussion. See Teacher Resource 12.1, Guide: Advertising or Informing, for more information. Make sure to have several brochures—ideally, more than one for each project group—as a part of these materials.  In Class Periods 5 and 6, students will need computers with Internet access (one student per computer) to find images for their brochures. Also print out images for them and provide newspapers, magazines, and so on from which they can cut out images. Most brochures use photographs; free photographs can be obtained from the following sources: o Wikimedia Commons (http://commons.wikimedia.org/wiki/Main_Page) o Dreamstime Free Images Section (http://www.dreamstime.com/free-photos) This lesson is expected to take 6 class periods.

Lesson Framework Learning Objectives Each student will:  Display understanding of the different marketing channels used to promote destinations and products*  Develop a plan to promote a vacation package

 Compare and contrast materials designed to inform with materials designed to advertise tourism products  Design a brochure to promote a vacation package *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Describe the key components of marketing and promoting hospitality and tourism products and services (Common Career Technical Core 2012, HT 1)  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Customize travel with diverse transportation, lodging, cruise, and food options (Common Career Technical Core 2012, HT-TT 8)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10)  Design promotional packages to effectively market travel and tourism (Common Career Technical Core 2012, HT-TT 11)  Select the most effective communication technique and media venue to convey travel marketing information to a target audience (Common Career Technical Core 2012, HT-TT 12)  Understand the roles of marketing and the impact of marketing on the individual, business, and society (McREL Business Education Standards 1999, Standard 43)  Understand components and strategies of effective marketing plans (e.g., product development, pricing, distribution processes and methods, forms of promotion) (McREL Business Education Standards 1999, Standard 47) Assessment

Assessment Product Means of Assessment

Vacation package promotion plan (Student Assessment Criteria: Promotion Plan (Teacher Resource 12.2) Resource 12.2)

Vacation package brochure Rubric: Vacation Package Brochure (Teacher Resource 12.3)

Prerequisites  Understanding of the role of travel agents and other hospitality and tourism professionals  Familiarity with hospitality and tourism businesses in the transportation, lodging, food and beverage, and entertainment sectors

 Ability to explain good customer service and its role in hospitality and tourism businesses  Understanding of theories of consumer motivation  Familiarity with the marketing concepts “target market” and “demographics”

Instructional Materials Teacher Resources  Teacher Resource 12.1, Guide: Advertising or Informing  Teacher Resource 12.2, Assessment Criteria: Promotion Plan  Teacher Resource 12.3, Rubric: Vacation Package Brochure  Teacher Resource 12.4, Key Vocabulary: Marketing in the Hospitality Industry  Teacher Resource 12.5, Bibliography: Marketing in the Hospitality Industry Student Resources  Student Resource 12.1, Reading: Introduction to Hospitality Marketing  Student Resource 12.2, Plan: Promoting a Vacation Package  Student Resource 12.3, Tips: Brochure Design Equipment and Supplies  Blackboard, whiteboard, or flip chart  Computers with Internet access (one for each student)  Color printer  Samples of hospitality marketing materials to post around the classroom (see Advance Preparation)  Photographs or images for student brochures (see Advance Preparation)  Sheets of blank paper or chart paper  Markers, tape, glue, scissors, and other materials to make brochures  Sticky notes

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 List, Group, Label: Ways to Learn about Destinations Students begin this lesson by considering the many ways a traveler learns about potential destinations. Start the class by reading the following to your students:  You win the grand prize in a contest—an all-expenses-paid trip for two anywhere in the world. Now, how are you going to decide where to go? Ask students to brainstorm a list in their notebook of how they might get ideas of where to go. Point out that this could be anything from a friend’s suggestion to an ad they see on TV. Give students a few minutes to make their list. Then ask students to move into their project group and compare their lists. Encourage students to add to their lists based on their group mates’ ideas and suggestions. Next, post the following list on the board:  Word of mouth  The Internet/email  Advertising (ads in magazines/newspapers, commercials on TV/radio)  Social media: Facebook, Instagram, Twitter Explain that these categories represent some of the most common ways people learn about different potential destinations. Ask students to work together to group the information on their lists into the categories you have provided. Then go over each category and ask students to share what they included in that category. Explain that these categories are called marketing channels and that this lesson will focus on marketing in the hospitality industry.

2 30 Reading Jigsaw: Introduction to Hospitality Marketing This reading introduces students to the important role marketing plays in the hospitality industry. Direct students to Student Resource 12.1, Reading: Introduction to Hospitality Marketing. They will complete this exercise using a Reading Jigsaw strategy. (For a detailed explanation of this instructional strategy, please see The NAF Learning Handbook.) Allow all students time to read the first two sections of the reading (What Is Marketing? and Making a Marketing Plan). Then ask each project group to divide up the rest of the reading so that each group member is responsible for one section (Marketing Channel 1, 2, 3, or 4). Form four new groups of “experts,” one for each section of the reading. For example, all

Step Min. Activity

students in charge of Marketing Channel 1 will be in one group. Give the students 10 minutes to do the following: 1. Read the entire section independently. 2. Ask members of their group any questions they have about the reading. 3. Summarize the section together: What experience do they have with this marketing channel? What hospitality products have they seen advertised using this channel? Tell students to pick one member of the group to be the scribe in charge of writing down the summary for the group. Next, each group chooses someone to read the summary to the class (this person should be different from the scribe). When the student is finished, ask each of the other groups to ask the expert group a question. The expert group members who have not had a specific role yet should try to answer these questions. This jigsaw approach to the reading enables students to take in more information than they might have been able to if left to read the passages on their own. It also helps students take ownership of their learning, calling on them to become section experts as they teach the other members of their group the information they have read. Next, ask students to return to their project group. Tell the students to each write their own summary of the entire reading in their notebook. Each group member continues to act as section expert for the rest of the group and to clarify points as needed. Make sure to point out to students that a good marketing plan doesn’t rely on a single channel and that the channels sometimes overlap. For example, nowadays word of mouth is often spread via the Internet. But by dividing their marketing strategy into the four channels they learned about, students can make sure they are using multiple methods to reach potential customers. Let students know that they will be using this information in the next class period to develop a marketing plan for their vacation package.

CLASS PERIOD 2

3 40 Culminating Project Work: Creating a Promotion Plan Students apply what they have learned about marketing and promotion to their projects by creating a promotion plan for their vacation package.

Ask students to move into their project group. Explain that they have already done much of the work to create a marketing plan: they know their target market, they have determined the price, and they don’t need to worry about distribution because the tour company does that. What they haven’t done yet is work on promoting their vacation package. Now that they have learned about marketing channels, they need to create a promotion plan for their vacation package. Review Student Resource 12.2, Plan: Promoting a Vacation Package. Give students a few minutes to look it over and ask questions. Be sure that students review the assessment criteria at the end of the resource. Explain that each person will complete the activity independently, but it’s fine to confer with group mates.

Step Min. Activity

Remind students to use the summary they wrote in the last class period and the information provided in Student Resource 12.1 as they work.

4 10 Culminating Project Work: Promotion Plan Status Discussion Students share their in-progress promotion plan. When about 10 minutes remain in class, ask each group member to share his or her work with the rest of their group. The group’s job is to point out anything that could be improved so that the plan meets all of the assessment criteria. They can get ideas from each other on how to make their own plans as thorough, detailed, and creative as possible. Let students know they will have a limited amount of time to revise/finish their plan in the next class period.

CLASS PERIOD 3

5 20 Culminating Project Work: Promotion Plan Completion Students complete their promotion plan. Before class begins, prepare the materials for the discussion later in this class period, using Teacher Resource 12.1, Guide: Advertising or Informing. Let students know that this is their final opportunity in class to finish up their promotion plan. Give them approximately 15 minutes to work on the plan. Collect and assess them using Teacher Resource 12.2, Assessment Criteria: Promotion Plan. If students want more time, choose a due date by which they need to hand in their work.

6 30 Discussion and Gallery Walk: Advertising or Informing? Students take their overall understanding of marketing channels to a deeper level as they evaluate the difference between materials that are designed to inform versus materials that are designed to advertise. Set up the various examples of print materials as recommended in Teacher Resource 12.1, Guide: Advertising or Informing. Explain to students that each item displayed around the room provides some amount of information about a vacation package, an activity, or a destination. Point out that students have learned about the many different ways a hospitality business or destination might promote itself to its potential customers. Explain that, as consumers, students need to think about where they are getting their information from, because the source affects the purpose of the information and its value to the consumer. Ask students to circulate through the room and review each item. Ask them to answer the following questions in their notebook for each item:  Is the purpose of this material to advertise? To provide specific information/advice to the consumer? Or to do both?  How can you tell?

Step Min. Activity

You may wish to use one of the items to demonstrate this process with your students first and then give them time to gallery walk and view them all. When students have finished, ask them to return to their seats. Divide the class into pairs or small groups and ask them to compare their responses. Lead a class discussion by holding up each promotion piece and asking for a show of hands of how many students thought it was advertising or informing. Correct any misunderstandings using Teacher Resource 12.1 for assistance.

CLASS PERIOD 4

7 35 Analysis: Marketing Brochures Students analyze brochures to prepare to design their own as an authentic way of applying what they’ve learned about promotion and marketing. Before class, post the following list on the board or on a sheet of chart paper:  Photos or illustrations  Language that draws you in  Specifics that appeal to a specific market  Layout that draws attention to important information  Font style or color scheme that reflects theme statement  Pricing information  Contact information Tell students that they will be creating a brochure to promote their vacation package and to inform guests about the highlights of their trip. As was the case with many of the materials they just looked at, their brochure will be a mixture of information and advertising. The goal will be to have the information be part of the appeal of the trip, and to design the brochure itself to be highly attractive and appealing. In this way, a brochure is a form of advertising. Ask students to move into their project group. Give each group some samples of real brochures for destinations, vacation packages, and so on. Tell the students to work together to identify the elements listed on the board in their marketing materials by labeling them on the brochures or by making notes in their notebook. Give students about 10 minutes to get started. Then ask them to look over Student Resource 12.3, Tips: Brochure Design. Ask them to use the tips provided to help them identify things their sample brochures do well and things their sample brochures might need to improve. When 20–25 minutes remain in class, ask each group to share three important details they noticed in their sample brochures and why they think the destination or business included those details. For example, “Our destination included lots of photos of couples on the beach in swimsuits holding hands. We think that’s because they were trying to market this resort as a good place to go on your honeymoon or for a romantic vacation.”

Step Min. Activity

8 15 Culminating Project Work: Brochure Rubric Review Students familiarize themselves with the rubric before beginning work on their brochure. Distribute Teacher Resource 12.3, Rubric: Vacation Package Brochure. Explain that this is how the assignment will be assessed. After students read over the rubric, tell them to talk with their group mates about the following prompts that apply to them:  The last time I made a brochure, the criteria that I did well with was….  The last time I made a brochure, the criteria that I needed to improve was….  I have never made a brochure, but I think I’d do well on these criteria….  I have never made a brochure, but I think I’d have a hard time with these criteria…. Call on each group to share their responses. After each group shares, ask the class at large for suggestions on what this group can do to improve their performance on weak criteria. Write these suggestions on the board and encourage students in every group to keep them in mind as they work on their brochure. Answer any remaining questions about the rubric. Let students know that they will begin designing their brochure in the next class period.

CLASS PERIOD 5

9 50 Culminating Project Work: Brochure Design

Students apply what they have learned about marketing as they work together to design a brochure to promote their vacation package. This activity focuses on the following college and career skills:

 Thinking critically and systemically to solve difficult problems  Utilizing time efficiently when managing complex tasks

Before students begin work on their brochure, remind them to use Student Resource 12.3, Tips: Brochure Design, and their notes on brochure design to help them with the design process. Point out any brochure-making supplies or photographs that are available for students to use in addition to researching images online (one computer per student is needed). Ideally they can print out photos or images on a color printer. If your students have access to Microsoft PowerPoint (or Word) and a color printer, consider asking them to create their brochure using printed-out slides that they design in PowerPoint. Give students this entire class period to work on their brochures. Let them know that in the next class period they will be sharing their work with their peers.

CLASS PERIOD 6

10 15 Culminating Project Work: Brochure Peer Review Students gather peer feedback on their in-progress brochures and provide feedback to

Step Min. Activity

their classmates. Pair up the groups and ask them to review each other’s work in progress. Ask students to give feedback using the following prompts, which can be posted on the board or on a sheet of chart paper:  I really like how you….  Your brochure might be stronger or more appealing if you….  I was confused by….  You might want to include…. Once groups have shared feedback, ask them to separate and talk over the feedback with their group mates.

11 15 Culminating Project Work: Brochure Redesign

Students evaluate their peer feedback and determine what they still need to do to finish their brochures. Assign students to computers (one computer per student). Have students delegate the remaining work and any needed improvements that resulted from the feedback. Ask each group to keep working on their brochure. Tell them to check their work against the rubric to make sure that their brochure has met or exceeded the criteria.

12 20 Culminating Project Work: Gallery Walk and Discussion Students evaluate their own and their classmates’ brochures and discuss whether the brochures are likely to be successful in attracting a specific target market. This activity focuses on the following college and career skills:  Working effectively with a diversity of individuals and perspectives  Developing awareness of one’s own abilities and performance Ask students to post their brochure or leave it open on their desk, and give a small stack of sticky notes to each group. Ask the groups to gallery walk and view each brochure. Post the following questions on the board or on a sheet of chart paper:  What do you think is the most effective part of this brochure and why?  What do you think is the least effective part of this brochure and why? Ask students to use the questions to help them evaluate the brochures. Tell them to use their sticky notes to leave one or more comment(s) on each brochure, labeling their comments “most effective” or “least effective.” When about five minutes remain of class, ask students to return to their own brochure and read over the feedback they received on the sticky notes. Give each group a few minutes to confer over the feedback and to decide what they might have done differently. At the end of the class period, collect and assess the assignment using Teacher Resource 12.3, Rubric: Vacation Package Brochure. If students want more time to revise their brochure according to the feedback they received, set a due date for

Step Min. Activity

collecting and assessing them.

Extensions Content Enrichment  Have students research the issue of fake or fixed reviews on sites like Yelp or TripAdvisor. Some businesses have been accused of having employees (or employees’ relatives) write inaccurately positive reviews. Some review websites have been accused of adjusting reviews for companies that advertise on the site. Students can research any examples of these issues involving local businesses and visit review sites to learn their policies on these issues. Then have students write an editorial on the subject: Are these sites helpful or harmful to business? Why?  Go on a field trip to a local travel agency or visitors center to look at more vacation material and exhibits, and to gain a greater understanding of what travel professionals do and where they work. Have students write an essay about what they learned.  Divide the class into groups and ask students to develop a promotional campaign for an upcoming event. Students may choose an imagined event, such as the opening of a new restaurant or business, or a real event, such as a fundraiser for a local charity. The promotional campaign should include identification of target market(s), development of a tagline, selection of marketing channels, explanation of why those channels were selected, and creation of one or more marketing pieces for those channels. Each group then presents their promotional campaign to the class and an invited audience. STEM Integration  Technology: If students have Internet access, consider asking them to make their brochure using an online graphic design tool like Canva (www.canva.com) or CollageIt (www.collageitfree.com). Additional Cross-Curricular Ideas  Social Studies: Ask students to create a brochure promoting one or more historical events they are studying. Make sure the brochures are eye catching and effective from a marketing standpoint while also providing accurate historical detail.

Teacher Resources

Resource Description

Teacher Resource 12.1 Guide: Advertising or Informing

Teacher Resource 12.2 Assessment Criteria: Promotion Plan

Teacher Resource 12.3 Rubric: Vacation Package Brochure

Teacher Resource 12.4 Key Vocabulary: Marketing in the Hospitality Industry

Teacher Resource 12.5 Bibliography: Marketing in the Hospitality Industry

Teacher Resource 12.1 Guide: Advertising or Informing

The goal of this activity is to help students recognize the difference between informative materials, such as guidebooks, and advertising materials, such as print ads. Collect materials including:  Print ads  Brochures  Catering menus/packets  Flyers/handouts (like those available in hotel lobbies)  Printouts from websites  Excerpts from guidebooks  Pictures of billboards or signage  Screen shots of websites or apps These materials may describe a destination, a vacation package, catering options, activities, and so on. Make sure that you acquire both informative materials (e.g., materials that can help you actually plan a trip/activity/event) and advertising materials (e.g., materials that provide fewer details but more images/selling points). Before Class Period 3, prepare these materials by attaching each one to a piece of paper and labeling each piece with a number. At the start of this activity, display these items in various locations around the classroom.

Discussion Use this information to guide students through the discussion of the items you present to them. On the purpose of each item:  Print ads, flyers, and handouts are advertising materials. Their main goal is to sell their destination or product. They provide some information, but that is not their primary purpose.  Excerpts from guidebooks and printouts from the Internet are informative materials. Their main goal is to inform travelers about the destinations/products that are available. Expedia or Travelocity usually don’t care which hotel you book—they just want you to book on their site. So their main goal in providing hotel information is to inform you. Sites like Yelp or TripAdvisor are primarily intended to inform as well.  Brochures, catering menus, and similar materials do both—advertise and inform. They are designed to inform the customer about the venue, meal, and so forth but also to make a sale. How can a consumer tell what the purpose is?  Consider how much information is provided. If there are lots of pretty pictures but few details, it’s probably meant to advertise, not inform.  Consider the type of information provided. Are there facts being provided? Specific details? Or is the information more focused on telling you how much fun you’ll have than telling you how much it will cost or what the accommodations will look like? Advertising may or may not include facts and specifics—informative materials will.  Consider the source. Do you know who produced these materials? Guidebooks and travel websites like Expedia or Travelocity have their own staff that double-checks facts. A website run

by the business itself, an advertisement, or a brochure created by the destination still needs to be accurate, but it has more leeway to make it sound good. A review on a site like TripAdvisor comes from a real person, but you don’t know that person’s background or purpose in posting the review. Sometimes people have an ax to grind and want to run down a business for a specific reason. Some people are just hard to satisfy. Other people post reviews because they genuinely want to help other people, while some are paid to post reviews, either by the business itself or a third party company. It can be hard to tell what a reviewer’s real intention is.

Teacher Resource 12.2 Assessment Criteria: Promotion Plan

Student Name:______Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

The plan displays evidence of a thorough understanding of marketing channels used in hospitality and tourism. □ □ □

The plan carefully considers the pros and cons of each marketing channel in the promotion of the high school □ □ □ vacation package.

The plan is appropriate for the target market and includes explanations of the best ways to reach this market. □ □ □

The details in the plan are specific and create a clear picture of how this vacation package will be promoted. □ □ □ The plan is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 12.3 Rubric: Vacation Package Brochure

Student Names:______Date:______

Exemplary Solid Developing Needs Attention

Assignment is highly Assignment is Assignment contains Assignment is messy Visual Design attractive, well designed, attractive and has a graphics, but it lacks and contains no and carefully laid out. good design and an good design and coherent visual Appropriate graphics are organized layout. organization. Too many design. Graphics are used tastefully, effectively Graphics help support or too few graphics are not present at all or, if support the content, and the content. used and are ineffective present, distract from make it easy to follow. in supporting the the content. content. Brochure shows evidence Brochure shows Brochure shows Brochure shows Understanding of a thorough evidence of a good evidence of some evidence of a lack of of Subject understanding of how to understanding of how understanding of how to understanding of how Matter use this marketing to use this marketing use this marketing to use this marketing channel to promote a channel to promote a channel to promote a channel to promote a vacation package. vacation package. vacation package. vacation package. Required format and all Required format and Format only partially Format does not Required elements are included in all elements are meets the assignment meet the assignment Format and the assignment. Some included in the specifications, and one specifications, and Elements additional elements are assignment. or two of the required more than two included to enhance the elements are missing. elements are assignment. missing. Exhibits skillful use of Exhibits proficient use Exhibits basic use of Use of vocabulary is Vocabulary vocabulary that is of vocabulary that is vocabulary that is inappropriate or appropriate in a appropriate in a appropriate in a inadequate in a promotional brochure. promotional brochure. promotional brochure. promotional brochure. No grammatical, spelling, Few grammatical, Some grammatical, Many grammatical, Mechanics or punctuation errors. All spelling, or spelling, or punctuation spelling, or sentences are well punctuation errors. errors. Most sentences punctuation errors. constructed and vary in Most sentences are are well constructed, Most sentences are structure. well constructed, with with little variation in poorly constructed. some variation in sentence structure. sentence structure.

Additional Comments:

______

Teacher Resource 12.4 Key Vocabulary: Marketing in the Hospitality Industry

Term Definition

advertising Any promotional material designed to reach a mass audience, such as billboards and commercials.

advertising copy Words that promote a person, a business, an opinion, or an idea.

font A specific size and style of type.

marketing The process of how a product is created, priced, promoted, and distributed to the customers.

marketing channels Any means that a company uses to conduct its marketing efforts, including print material, a sales force, media advertising, sales promotions and point-of-sale materials, public relations, event sponsorship, direct marketing, and Internet marketing.

print materials Handheld-size promotional materials created on paper; these may include business cards, menus, flyers, table cards, brochures.

promotion Publicity; spreading the word about a product.

public relations The practice of creating goodwill for a person or an institution, typically by using the media to promote positive news stories.

word of mouth The advertising generated by customers sharing their experiences— whether good or bad—with others. A very powerful way to attract—or chase away—new customers.

Teacher Resource 12.5 Bibliography: Marketing in the Hospitality Industry

Print Bowie, David, and Francis Buttle. Hospitality Marketing: An Introduction. Burlington, MA: Elsevier/Butterworth-Heinemann, 2004. Hsu, Cathy H.C., and Tom Powers. Marketing Hospitality, 3rd ed. New York: Wiley, 2002. Reid, Robert D., and David C. Bojanic. Hospitality Marketing Management, 4th ed. Hoboken, NJ: Wiley, 2006.

Online “Create Your Own Marketing Brochures.” About.com, http://inventors.about.com/od/createmarketingbrochures/Create_Your_Own_Marketing_Brochures.htm (accessed February 23, 2016). Hyde, Julie. “Brochure Marketing: 12 Tips on How to Do it Effectively.” About.com, http://marketing.about.com/od/directmarketin1/a/brochmktg.htm# (accessed February 23, 2016). Robinson, Tricia. “Strategies for Multi-Channel Marketing.” iMedia Connection, October 9, 2006, http://www.imediaconnection.com/content/11534.asp (accessed February 23, 2016). Stellin, Susan. “Yes! Download that Airline App.” New York Times, February 29, 2012, http://www.nytimes.com/2012/03/04/travel/airline-apps-that-check-you-in-map-airports-and-follow- luggage.html (accessed February 23, 2016). Tedeschi, Bob. “App Smart Extra: Hotels Check In on Apps.” New York Times, November 1, 2010, http://gadgetwise.blogs.nytimes.com/2010/11/01/app-smart-extra-hotels-check-in-on-apps/ (accessed February 23, 2016).

Student Resources

Resource Description

Student Resource 12.1 Reading: Introduction to Hospitality Marketing

Student Resource 12.2 Plan: Promoting a Vacation Package

Student Resource 12.3 Tips: Brochure Design

Student Resource 12.1 Reading: Introduction to Hospitality Marketing

What Is Marketing? You have organized a trip to Costa Rica for teens for the National Travel Organization. They will spend half the trip conducting research, observing animals, and collecting data in the rainforest. The other half of the trip they will be doing adventure activities like hiking, rafting, and zip-lining. You have lined up the best accommodations, locations, and guides. The trip is going to be amazing. However, if no one signs up but you and two of your friends, you’re missing out. So, how do you get people to actually sign up? This is where marketing comes into play. The goal of a business is to make money, and marketing is what can make that happen. Marketing is the wide range of activities involved in identifying and meeting the needs of your customers to generate sales and profit in return. Marketing affects how a product is created, priced, promoted, and distributed to the customers. Marketing is just as important in the hospitality industry as in any business. If no one knows about a specific destination, it won’t bring in any tourists. If you never tell anybody about your Costa Rica trip, no one will take it. Of course, marketing won’t help if your trip is terrible. But the best products can’t sell themselves. To make your trip a success, you need to develop a marketing strategy, or overall approach to reaching your marketing goal.

Making a Marketing Plan The first step in making your Costa Rica trip happen is to develop a marketing plan. There are many phases to a marketing plan. For your trip, focus on these five steps:  Target: Identify your target market.  Fit: Identify why your product is a good fit for that market.  Price: Determine what price your target market will pay.  Promotion: Determine how you will get the word out about your product.  Distribution: Determine where you will sell your product/how you will get your product to your customers. You already know that you are gearing this toward teenagers and, to some extent, their parents (because they will pay for the trip). Target? Check. You already know why your product is a good fit for teenagers (who wouldn’t want to mix learning with fun?). Fit? Check. You have conducted research into the price of similar trips, as well as the spending habits of parents in your area. Price? Check. And you don’t need to worry about distribution because the National Travel Organization will handle that part. Distribution? Check. So all you really need to think about now is promotion. You will need to consider which marketing channels, or methods for reaching your target market, will best serve you, and how you should use them.

Marketing Channel 1: Print Materials This is the most basic form of promotion, used by almost every business in the world. What do print materials include?  Make business cards with your company’s name that you can give potential clients.  For your Costa Rica trip, make brochures and itineraries explaining the details of the trip.  If you own a catering company, you will need to provide sample menus, price lists, and so on to your potential clients.  If you own a restaurant, you might send out coupons to local residents to encourage them to try your food. When the locals come to your restaurant, you might have a card on the table advertising your new dessert specials. Even as the world becomes more digital, print materials still play an important role. In fact, many businesses put a version of their print materials on their website so that customers can print it for themselves. Advantage: They can be inexpensive and can reach a lot of people. You can even have materials made up in multiple languages if your target markets speak languages other than English. Disadvantage: Print materials can still be more costly than digital marketing, and much of what you produce will be wasted. For example, if you hand out 50 business cards, there’s a good chance that 30 will end up in the trash.

Marketing Channel 2: Print and Media Advertising Advertising is any promotional material that is designed for a mass audience. This is the most commonly used marketing channel. You might use the following types of advertising:  Posters distributed to the area high schools and libraries.  Signs about the trip in local teen hangouts  An ad in a magazine, the local newspaper, or a travel guidebook  A commercial on TV or on the local radio stations Many communities have local freebie papers or magazines. Some of these publications cater to local residents; others are designed to appeal to travelers. For your trip, you might put ads in the local free paper. However, if you were starting a business giving guided tours of local attractions, you’d be more successful putting ads in the magazine that hotels and other tourism businesses distribute for free. Advantage: It can reach a lot of people. Disadvantage: Making and running commercials or print ads can be very expensive. You also have to think about what audience you’re trying to reach.

Marketing Channel 3: Digital and Internet Promotion Of course, most people today—especially teens—pick up their information online. So you might have more success with an Internet promotion. People are experimenting every day to find new ways to promote their products and businesses using the Internet. You might decide to:  Create a website about your trip with pictures of the rainforest and the activities.  You could also add links to travel websites like Orbitz or Travelocity.

 Use social networking sites like Facebook, Instagram, or Twitter to spread the word about your trip.  Send emails to people who might be interested in going on your trip.  Have an online flash sale or daily deal, distributed through sites like LivingSocial, Groupon, or Jetsetter. Apps Today, smartphone and tablet apps are another effective way to reach people. Many large hospitality companies, such as airlines and hotel chains, have their own apps. Airline apps let you check in, monitor your luggage, track your flight, and find your way through an unfamiliar airport. Some hotel apps will allow you to order room service or request a wake-up call. Imagine you’re a frequent traveler: if you’ve got an app on your phone that makes these tasks easier with a particular airline or hotel, you’ll probably stay faithful to that airline or hotel instead of trying a different one. There are even daily deal apps, such as HotelTonight, which allow travelers to purchase last-minute hotels at deep discounts. For your trip, you could purchase banner or pop-up ads on a travel app whose target market is teenagers or families. Advantage: It can reach even more people than print materials or commercials at a fraction of the cost. Disadvantage: You have to be smart with technology. In the case of your trip, it is a good idea. If you were planning a trip for older people who are retired, you would not want to spend your whole budget on a smartphone app and a fancy website.

Marketing Channel 4: Word of Mouth and Public Relations While big public marketing efforts are important to gain clients, your best marketing tool is word of mouth, what other people are saying about what you are offering. Think about it this way: a new restaurant opens in town. What would have the greater impact on you: a flyer in your mailbox or hearing a really good friend say she went there and it was great? If you’re like most people, it would be the latter. That’s the power of word of mouth. We trust what we hear from people we know. Unfortunately, word of mouth is also the hardest to create, and the hardest to control. After all, you can’t buy it or script it like a TV commercial or a website. So how do you get people talking about your business or product in the way you want? The first step is to have a good product and great customer service. If your Costa Rica trip is actually really well planned, you are more likely to have more people sign up the next time you offer it. If, on the other hand, everyone gets bedbugs or ends up stranded somewhere, that will probably be the last trip you lead. Similarly, if someone calls you for information or with questions, the more responsive you are, the more likely he or she is to sign up and to tell others to do so as well. Internet marketing can also be really helpful, as today a lot of word of mouth happens on the Internet, through posts on Facebook and Twitter or reviews on sites like Yelp or TripAdvisor. You may also try to use public relations to get people talking about you. Public relations means that you spread information about your business or product by making yourself known in the community for good things that you do. For example:  You offer one or two scholarships for local teens to attend your trip. Maybe the local TV station will want to do a news story on that. Now more people have heard about your trip, and they might be more interested in signing up because you do good things in the community.

 Or you have your company sponsor the local little league team. Now all the parents of the kids who play little league have heard about you and they might sign their older kids up or recommend it to friends.  Public relations can also help you get coverage in travel magazines or guidebooks. You might be able to reach out to a travel magazine or website and arrange to have one of its writers do a write- up on your upcoming trip.  Restaurants have special opportunities for public relations. Many cities participate in food events yearly, and restaurants donate food for these events to receive additional exposure. They also can participate in restaurant weeks in their local community. Restaurant owners reduce the price of a meal for that week and in turn capture new guests and receive exposure through marketing of this weeklong event. Advantage: Word of mouth is very powerful and can get you a lot of attention pretty quickly. Disadvantage: The outcome is less reliable. So, do not rely on word of mouth as your only marketing channel!

Student Resource 12.2 Plan: Promoting a Vacation Package

Student Name:______Date:______

Directions: Use this resource to come up with your own ideas to promote your vacation package. Use what you have learned about each of the marketing channels to determine if you might use that channel to promote your package and how you might use it. Remember to use Student Resource 12.1 and the summary you wrote in Class Period 1 to help you.

Read the assessment criteria at the end of this resource to make sure you understand how your work will be evaluated.

Marketing Channel 1: Print Materials What is included in this channel?

What are its advantages? What are its disadvantages?

Would you use this channel to promote your vacation package? Why or why not?

If the answer is yes, how would you use this channel to promote your vacation? Be specific.

Marketing Channel 2: Print and Media Advertising What is included in this category?

What are its advantages? What are its disadvantages?

Would you use this channel to promote your vacation package? Why or why not? Think about what would appeal to teenagers and their parents and what would be the best ways to reach them.

If you were to use this channel, how would you use it to promote your vacation? Be specific. Most of these channels can be used in several different ways. What specific ways would you use it and why? Would you advertise on radio but not on TV? Build a website but not advertise on Facebook? Why?

Marketing Channel 3: Digital and Internet Promotion What does this channel include?

What are its advantages? What are its disadvantages?

Would you use this channel to promote your vacation package? Why or why not?

If the answer is yes, how would you use this channel to promote your vacation? Be specific.

Marketing Channel 4: Word of Mouth and Public Relations What does this channel include?

What are its advantages? What are its disadvantages?

Would you use this channel to promote your vacation package? Why or why not?

If the answer is yes, how would you use this channel to promote your vacation? Be specific.

Make sure your assignment meets or exceeds the following assessment criteria:  The plan displays evidence of a thorough understanding of marketing channels used in hospitality and tourism.  The plan carefully considers the pros and cons of each marketing channel in the promotion of the high school vacation package.  The plan is appropriate for the target market and includes explanations of the best ways to reach this market.  The details in the plan are specific and create a clear picture of how this vacation package will be promoted.  The plan is neat and uses proper spelling and grammar.

Student Resource 12.3 Tips: Brochure Design

Step 1: Attract the Reader’s Attention Use:  Clever words—a good theme or title for the brochure, good descriptive advertising copy about the activities, amenities, and so forth.  Bright colors, dramatic photos, creative graphics, interesting fonts—but make sure the brochure isn’t so busy that it’s hard to read! All of these things will get the reader to pay attention to your brochure—and that’s the first step.

Step 2: Offer a Solution Now that you’ve caught the reader’s interest, you need to hang on to it. The reader's interest is directly linked to a need or a desire. (Remember everything we learned about needs and wants.) Offer the solution for that need or desire with a clear statement of the reward. For example:  Get away from it all with the one you love (desire: privacy, fun, relaxation, or romance).  See the magnificent Canadian Rockies (desire: to see something beautiful, to enjoy the outdoors).  Find summer fun for the whole family (desire: entertain the family).  Children under 12 get in for free on Tuesdays (need: children’s entertainment at a reasonable price). Different readers have different interests and different solutions would appeal to them. So think about your target market. What’s in it for them? The more benefits the better. Keep in mind that for your project you have one target market for the trip (teenagers) but another target market who will be paying for the trip (their parents). You need to appeal to both.

Step 3: Call the Reader to Action So you’ve got their attention and you’ve offered a solution to their need or desire. Now you want them to do something about it. Clear directions will entice the reader to take action. For example:  Buy now for a discount  Mark your calendars  Space limited—act now Usually the goal is to encourage people to buy tickets or make reservations right away.

Step 4: Share Information Now that you’ve convinced them to take action, they need the information:  Date and time  Location  Prices and how to purchase (via email, web, credit card, cash, check)

 Contact information (website address, phone number, contact person, and so on) Keep in mind that an incomplete or badly designed brochure can make or break an event or business. Even if you have a fabulous design and you catch the reader’s attention, if you forget to list the address or misprint the phone number, your brochure may be useless! Mistakes in grammar, misspelled words, or typos can really damage your business. After all, if you don’t run spell check on your brochure, who wants to trust you with making the arrangements for a trip?

In this lesson, students learn about social media tools—how they work and how they are changing marketing practices in the hospitality industry. Students begin by thinking about the social media tools they may already use. They are then introduced to the five basic types of tools that are popular today and begin to think about how those tools can be used for marketing. The lesson ends with a quiz on terminology and usage of social media tools. Advance Preparation This lesson discusses many common Web 2.0 technologies. Ensure that you are familiar with them by reading some of the articles listed in Teacher Resource 13.5, Bibliography: Internet Marketing in the Hospitality Industry. It is important that you have a thorough understanding of the basics of these tools before beginning this lesson. This lesson is expected to take 3 class periods.

Lesson Framework Learning Objectives Each student will:  Display understanding of several common Web 2.0 marketing tools  Describe how different categories of Web 2.0 tools serve different functions  Describe how the hospitality and tourism industry uses Web 2.0 marketing tools* *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).

 Describe the key components of marketing and promoting hospitality and tourism products and services (Common Career Technical Core 2012, HT 1)  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6) Assessment

Assessment Product Means of Assessment

Internet marketing quiz (Teacher Resource 13.2) Answer Key: Internet Marketing Quiz (Teacher Resource 13.3)

Prerequisites  A basic understanding of marketing (goals, channels, and so on)  A basic understanding of the Internet (familiarity with websites, email, and so on)

Instructional Materials Teacher Resources  Teacher Resource 13.1, Presentation and Notes: Introduction to Internet Marketing (includes separate PowerPoint file)  Teacher Resource 13.2, Quiz: Internet Marketing  Teacher Resource 13.3, Answer Key: Internet Marketing Quiz  Teacher Resource 13.4, Key Vocabulary: Internet Marketing in the Hospitality Industry  Teacher Resource 13.5, Bibliography: Internet Marketing in the Hospitality Industry Student Resources  Student Resource 13.1, Notes: Introduction to Internet Marketing  Student Resource 13.2, Reading: Introduction to Internet Marketing Equipment and Supplies  LCD projector and computer for PowerPoint presentation  Whiteboard, blackboard, or flip chart  Chart paper (5–10 sheets)

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 10 Quick Vote: What Do You Use? To establish how familiar students are with social media and Web 2.0 tools, students consider which technologies they currently use in their lives and which ones they are aware of or familiar with. Begin class by asking students to vote by a show of hands on the following questions:  How many of you have a Facebook page?  How many of you send out or receive tweets at least once a day?  How many of you use YouTube?  How many of you follow and read at least one blog every week? You do not need to get an exact count of each vote, but pay attention to which things a majority of students use or are familiar with. If your students are unfamiliar with most or all of these technologies, you may need to allow additional class time for this lesson. If your students are extremely tech savvy, you may be able to move through some parts of the lesson more quickly. You may also wish to have students name other technology tools they are familiar with (e.g., podcasts, online polls or games, mobile apps, or sites like Foursquare). Explain that Internet marketing is a relatively new field and people are still exploring the best ways to use these tools. Tell students that this lesson will introduce them to many of the most popular Internet tools and help them start to think about how people in the hospitality industry can use these tools to promote their companies or their destinations.

2 40 Presentation: Introduction to Internet Marketing

This activity gives students a basic understanding of social media and Web 2.0 technologies. It will get them thinking about how these technologies can be used for marketing. It also develops students’ listening and note-taking skills. Before class begins, make notes to guide class discussion during the PowerPoint presentation in the next activity using Teacher Resource 13.1, Presentation Notes: Introduction to Internet Marketing. Have Teacher Resource 13.1, Presentation: Introduction to Internet Marketing (separate PowerPoint file), ready to show as a full-

Step Min. Activity

screen slideshow using an LCD projector. Review Student Resource 13.1, Notes: Introduction to Internet Marketing, with students. Explain that they will be introduced to many different Web 2.0 tools and technologies. The students may already know about some of them, but other tools may be brand new. The note-taking resource includes a list of terms students need to understand. For each term, students should write down a definition and a specific example. Point out that students shouldn’t just write down the name of a tool (i.e., don’t just write Facebook for social networking), but they should write down a specific example of how each tool works and/or how it can be used for marketing a hospitality business. Let students know that later in this lesson they will be taking a quiz on what they learn. Point out that the note-taking resource will be their study guide and encourage them to take thorough, complete notes. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. This presentation is duplicated as Student Resource 13.2, Reading: Introduction to Internet Marketing. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This resource is also useful for review. Move through this presentation at a leisurely pace to allow for plenty of questions and time for taking notes. After the presentation, divide the class into pairs or triads and have them compare their notes for completeness and accuracy. Invite each pair or triad to share their thoughts and questions. When students have finished sharing, call on one pair and ask them to share their definition of a social networking site. Call on a different pair and ask them to share their example for social networking site. Repeat this process with the rest of the notes and take time to answer questions or clear up any misunderstandings. At the end of the class period, collect Student Resource 13.1 and review the notes to ensure that students have a good study guide for the quiz.

CLASS PERIOD 2

3 50 Game: Bluff Students review what they have learned in this lesson as preparation for the upcoming quiz. This activity focuses on the following college and career skill:  Developing awareness of one’s own abilities and performance Before class begins, prepare a list of potential test questions based on Teacher Resource 13.1. When class begins, display a sheet of chart paper for scorekeeping. Divide it into two columns labeled Team A and Team B. Divide the class into two even teams, Team A and Team B. Each team will take turns

Step Min. Activity

answering a question that you read. Tell students that after you read each question to a team, all team members who think they know the correct answer should stand up. You will choose one of the standing team members to answer the question. If the team member gets the answer right, that team will earn one point for each team member who stood up, and it becomes the other team’s turn. If the team member gets the answer wrong, the team earns no points and it becomes the other team’s turn. The reason this game is called Bluff is because team members can stand up even if they do not know the correct answer and thus earn more points for their team. However, they risk being called on and causing their team to earn no points. Begin play. Record points on the chart paper after each team’s turn. At the end of the class period, remind students that they will be taking a quiz on this content in the next class period. Return Student Resource 13.1, Notes: Introduction to Internet Marketing, to students. Ask them to review their notes and Student Resource 13.2 for homework.

CLASS PERIOD 3

4 15 Review: Quiz on Internet Marketing Students help each other prepare for the quiz by asking each other questions from their notes. Divide the class into groups of three or four. Ask students to take turns asking each other questions based on their notes. Remind students to take turns so that each of them gets to ask questions and answer them. Emphasize that this is their last chance to prepare for the quiz. Circulate through the room as they review, answering any last- minute questions.

5 15 Quiz: Internet Marketing Students take a quiz on social media and Internet marketing tools. Give students the quiz, Teacher Resource 13.2, Quiz: Internet Marketing. After 15 minutes, collect the quizzes. Let students know that they will review their answers immediately.

6 10 Review: Internet Marketing Quiz Students review the answers to the quiz. Read the first question on the quiz out loud and ask for volunteers to share their answers. Use this opportunity to correct any misunderstandings. Repeat the process with the rest of the quiz questions. After the class period ends, assess the quizzes using Teacher Resource 13.3, Answer Key: Internet Marketing Quiz, using your preferred scoring method.

Step Min. Activity

7 10 Reflection: In This Lesson, I Learned…. Students reflect on what they learned in this lesson. Put the following prompts on the board or a sheet of chart paper:  In this lesson, I learned….  This lesson makes me want to learn more about…. Invite student volunteers to share one thing they learned in this lesson—a technique, a vocabulary term, or a fact about Internet marketing. Make a list on the board, and take the opportunity to encourage students who don’t normally speak up to share. When the class is almost over, explain that Internet marketing can be a very challenging topic, and praise them for their hard work.

Extensions STEM Integration  Science: Have students research how scientists can use Web 2.0 technology to share research, or how doctors are using the Internet to do video conferencing and consulting and to manage electronic medical records.  Technology: Ask students to consider other, unusual ways people use Web 2.0 to promote products. One good example is the “Guy Walks Across America” video, which promoted Levi’s jeans. An article on the project is available at http://abcnews.go.com/WN/guy-walks-america- filmmakers-latest-youtube-hit-world/story?id=11259637. Instruct students to read the article, and then lead them in a conversation, using the following prompts: how does this compare to other types of advertising? Does this fit what you think of when you think of an ad? Would this make you more or less interested in buying Levi’s jeans and why? How does this video fit the brand image for Levi’s? How does this type of marketing connect to other Web 2.0 concepts we learned in this lesson?  Technology: Ask students to explore the potential downside of online sites such as OpenTable or Yelp for a business. Ask them to read this restaurateur’s take on OpenTable (http://insidescoopsf.sfgate.com/blog/2010/10/18/is-opentable-worth-it/) or these pieces on Yelp fake reviews (http://abcnews.go.com/blogs/business/2012/11/yelp-outs-companies-that-pay-for- positive-reviews/ or http://www.nytimes.com/2012/10/18/technology/yelp-tries-to-halt-deceptive- reviews.html?_r=0). Then hold a class discussion. Ask students to think like a business owner. Social media and Internet review sites are not going away, so what strategies can a business owner use to make the best of these tools? How can business owners avoid or manage some of the problems they’ve learned about? Consider supplementing this activity with a guest speaker (or panel of speakers) from local businesses that use the Internet and/or social media in interesting ways.  Technology: Ask students to discuss the question, “does the basic way companies do business change as technology becomes central to every industry?” List their reasons on the board. Then show them this video and ask them if they’d change their minds now, and why: https://www.youtube.com/watch?v=lMGQpkiJveQ. If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see www.keepvid.com) or a similar program.

Additional Cross-Curricular Ideas  English Language Arts: Have students create a paper version of a Facebook page or other social networking page for a character in a story, novel, or play they have read. Students should make sure the page contains realistic details from the story, but they can also add content that is plausible based on what they know about the characters (for example, if students are reading Romeo and Juliet, they could create a page for Juliet that includes posts about how much she’s looking forward to the party, or a page for Romeo that includes his daydreams about Rosaline and then about Juliet).  Social Studies: Have students create an on-paper Twitter feed that recounts the sequence of events around a major historical event. For example, a tweet that recounts the battles at Lexington and Concord at the start of the Revolutionary War; a tweet that announces Washington’s appointment as general; a tweet that announces the formation of the Continental Congress; a tweet that announces the writing of the Declaration of Independence; a tweet that describes the crossing of the Delaware, and so on.

Teacher Resources

Resource Description

Teacher Resource 13.1 Presentation and Notes: Introduction to Internet Marketing (includes separate PowerPoint file)

Teacher Resource 13.2 Quiz: Internet Marketing

Teacher Resource 13.3 Answer Key: Internet Marketing Quiz

Teacher Resource 13.4 Key Vocabulary: Internet Marketing in the Hospitality Industry

Teacher Resource 13.5 Bibliography: Internet Marketing in the Hospitality Industry

Teacher Resource 13.1 Presentation Notes: Introduction to Internet Marketing

Presentation notes

You’ve already learned a little bit about hospitality marketing. Internet marketing is a new field, and people are still exploring the many different tools and techniques you can choose to promote a business or destination using these new technologies. Today, you will learn about some of the most popular tools people are using, and you will start to think about how to use those tools for marketing.

Presentation notes

Nowadays, people expect a business to have a website. It’s the online equivalent of putting a sign in front of your business. If you open a restaurant, you need a sign so people know where your restaurant is, right? But if you own a restaurant, you wouldn’t just put up a sign. You’d also need to advertise—mail out coupons, run a commercial on TV, or do something to let people know about your business. In the same way, companies need to do more than just set up a basic website. Interactivity is one of the biggest trends today. It means that people want to interact or “talk” with other people and companies. Facebook, Twitter, Instagram, YouTube, and blogs are all interactive. These sites are called social media, a term that emphasizes their interactive or social quality. Social media marketing is extremely important for targeting certain age ranges, millennials in particular. Some interactive features can be added to your basic website. In other cases, the interactivity is handled on a different website, like Facebook, Twitter, Instagram, or YouTube. Reviews have also become interactive. The consumer now wants to hear back when he or she leaves a review on Trip Advisor or Yelp. Another important trend is the development of mobile applications, or apps. Apps are self-contained programs that you can download to your mobile device, smartphone, or tablet. Apps enable customers to have a stand-alone program without the hassle of typing a URL or website link. Apps can retain critical data, making transactions and purchases much easier and faster.

Presentation notes

If you’re looking for a special place to go to dinner, there are lots of ways to research a restaurant. You could ask friends for advice. You could look in the newspaper or a local magazine, read a restaurant guidebook, or see a review on TV or the Internet done by a professional restaurant critic. Today, sites like OpenTable offer a lot more than that. Sure, you can read about a restaurant on OpenTable. You can search for specifics—location, type of food, price, and so on. But that’s only the beginning. You can make a reservation on the site and even send a special request to the restaurant. Is it your friend’s birthday? Maybe the restaurant can set aside a special table or sing “Happy Birthday” and give your friend a free dessert! If you had an especially good—or especially bad— experience, you can write a review of the restaurant and post it on OpenTable. You can also read other people’s reviews. So, you are interacting with both the restaurant and other potential diners—a terrific example of interactivity. Apps have also been created outside of OpenTable, such as Table8, which can get you into the hardest-to-reserve restaurants. Keep in mind that some people are paid to write reviews of a particular venue. It’s important to note the source when making your choices!

Presentation notes

Social networking includes sites like Facebook. Microblogs are sites like Twitter. Wikis include Wikipedia. There isn’t one single blog site—many people have personal blogs on sites like Blogger, WordPress, or Weebly, and many companies have a company blog on their website. Multimedia sites include YouTube and Instagram. These sites also have apps.

Presentation notes

Suppose you like someone at your school. Maybe you want to become friends or go out on a date. Hanging out with this person and a group of friends would be a good way to get to know them and have a casual conversation. The Internet equivalent is a social network like Facebook. If you’re passing each other on the way to your classes in the hall, you don’t have time for saying more than hi or talking about how hard an upcoming test might be. Online, Twitter works like that—a place for people to post short messages. If you really wanted their attention, you might do something dramatic, like get up in front of everyone during halftime of the Homecoming game and ask this person out. That’s like YouTube—there are lots of things going on, but if you can get people’s attention, you’ll get everyone’s attention at once! A blog is more like a personal conversation where you share opinions and have a deeper discussion. A blog isn’t really private—other people can read it—but it’s more focused than posts on Facebook or Twitter. It’s like going to a party but talking with one person for most of the night. A wiki is like working on a class project together because you’re putting together several people’s knowledge on a specific topic. An app is what you’d use if you wanted to play an online game with this person or locate a great place for a date. It’s like having every source of information at your fingertips, instantly, through your phone.

Presentation notes

On any social networking site, such as Facebook, you create a profile or a page where you post information about yourself, photos, and comments. People who are your Facebook friends can see your page, just as you can see theirs, and you post comments, videos, and photos on each other’s pages. You can also link your profile to organizations that matter to you. For example, you might link to a page that represents your school, a band that you like, or a sports team that you cheer for. Businesses can have their own Facebook page. They can post information about the business, share photos, and announce promotions. People can become fans of the business and can post comments about their experience with it. Hospitality businesses can also buy ads that appear on your Facebook page. If you click the ad, you are taken to the website or to the Facebook page of that business. Other social networking sites focus on specific groups or targets. For example, LinkedIn is a social networking site for businesspeople. If you work at a hotel that hosts conferences, you could use LinkedIn to communicate with businesspeople who might use your hotel. Some head hunters in the hospitality industry use LinkedIn to find candidates for open positions. Pinterest allows users to share photos and images of things they are interested in, which is another variation on a social networking site. Some sites have a social networking component. For example, TripAdvisor helps people plan vacations, but it uses reviews from its members to give suggestions, and it includes photos taken by real visitors. So it’s like a combination of Expedia and Facebook, or Travelocity and Pinterest.

Presentation notes

The word blog comes from weblog. A blog is much easier to update than a website. Each entry in a blog is called a post. Posts are usually listed so that the most recent one appears at the top of the page. So what makes posting on a blog different from updating your website? It’s interactive. People have the opportunity to comment on blog posts. Let’s say you own a restaurant and you decide to update your menu. You post the new menu on your website, but people can just look at it and not “say” anything about it until they come into your restaurant. But if you post the new menu on your blog, you can get people’s comments. If people post that they miss a dish from your old menu, you could bring that dish back or explain why you took it off the menu. A blog invites conversation with people about whatever topic you posted on. A blog lets you include detailed information, photos, and videos. So, if you worked at a tropical island resort, you could blog about the resort’s fun activities or events. Imagine a potential customer, sitting at his computer. It’s the middle of winter and it’s snowing. He sees your blog, filled with posts about snorkeling and photos of beautiful beaches. That could be a really great marketing tool! You can also guest post on other people’s blogs―or invite other people to write for your blog. Some community blogs are written by a group of people. For example, WeLoveDC is a blog that talks about everything going on in Washington, DC, from sports to restaurants to shows and politics. If you were opening a new hotel in DC, you might see if you could post on that blog to promote your hotel.

Presentation notes

Twitter is a microblog site, which means people are blogging, but in very short posts. If you’ve never looked at Twitter, it might help to think of it like text messaging on the Internet. You can also attach photos or other images to Twitter posts, creating more dynamic messages. A few Twitter terms: • Each post is called a tweet. If you posted, you tweeted. It sounds silly, but that’s what they call it. • You can choose to “follow” people. That means that you will receive all of their tweets. You can also have your own followers—people who receive your tweets. • The name Twitter comes from the sounds birds make when they talk to each other. In fact, the company’s logo is a blue bird. • You can search through Twitter and look for trending topics—that is, topics that a lot of people are talking about. How can you use Twitter for marketing? First of all, you can check to see if people are talking about your company. You can respond to people who are talking about topics connected to your company. You can also use it to share messages about special sales or events. Another option is to pay for “promoted tweets,” paid ads that appear in certain search results on the Twitter website and mobile apps.

Presentation notes

Nowadays, lots of people have a camera with them at all times. Many cell phones have cameras built in, and digital cameras are becoming less expensive. Instagram is a popular photo-sharing and social networking site. Pinterest, as we mentioned before, also combines photo sharing with social networking. Vine, owned by Twitter, allows you to create and post seven- second looping video clips. YouTube is where everyone goes to see music videos, LOLcats, and anything else that’s currently popular. On all of these sites, anybody can put up photographs they took or videos they made, and people can post comments about them. Hospitality companies also use Instagram and YouTube to promote themselves. For example, a hotel marketing person might post photos of the hotel rooms and grounds on Instagram or Pinterest, or a tour company might videotape part of one of its tours and post that on YouTube. Businesses are also producing very short ads that get placed in the beginning of YouTube videos. Nobody can fast-forward through them the way you can on TV. Businesses stream promotional messages across the bottom of videos. Of course, they also post ads along the right-hand margin of these pages.

Presentation notes

A wiki allows many different people to edit the content, so any of the people pictured above could edit the content of a Wikipedia entry. The advantage is that many different people can contribute. It’s interactive and it benefits from the wisdom and expertise of many different people. However, that can also be a disadvantage. Look at the photographs above. At least one of those people is much younger than you are. She might not know enough about a specific topic to provide good information. The couple pictured above is much older than you are, and they probably do have knowledge and expertise on some topics. But you certainly wouldn’t expect that couple to know a lot about popular music at your school, or what YouTube videos are going viral. So when you use a site like Wikipedia, you always need to remember that you might be reading something that a nonexpert wrote. It could be incorrect. That’s why some teachers prefer that you not use Wikipedia as a source for assignments. However, wikis can be a useful marketing tool. For example, imagine you work for a visitor and convention bureau for your local community. You want your website to promote the in spots that only locals know about. So you could create a wiki about your community and invite local residents and business owners to contribute to the wiki. If enough of them participate, you will have a good, thorough description of the local dining, accommodation, and entertainment options.

Presentation notes

The Internet is always changing. Popular sites become less so over time. New sites are being invented every day—in fact, by the time you read this, someone may have invented the next big thing that may someday replace Facebook or Twitter or YouTube. Think about these sites as tools that serve a purpose. Facebook allows people to network socially on a casual basis. Twitter lets people share short amounts of information very quickly and easily. YouTube and Instagram let people share photos and videos. Even if these sites all go away, new sites will appear to serve these same purposes. Any time you encounter a new social media tool ask yourself: What is this tool’s purpose? How can I use it for marketing? In such a new field, young people like you who know about the Internet are inventing ways to use it for marketing that no one has thought of before. You can even make a career out of using social media to promote a business. All businesses need to be aware of what’s being said about them on the Internet. It can be a great way to get honest feedback from your customers, but it’s also important to defend your business against inaccurate information. If somebody complains on Facebook about a problem at your hotel, for example, you can follow up, fix the problem, and then respond to the person on Facebook and let them know you fixed the problem. That’s 21st-century customer service!

Teacher Resource 13.2 Quiz: Internet Marketing

Student Name: ______Date: ______

Directions: Respond to the questions and statements below.

1. How can a hospitality business use Facebook?

2. What is a blog? How is a blog interactive?

3. Give two examples of multimedia sites and how a hospitality business might use each one. 1.

4. How does OpenTable offer an interactive experience?

5. What is a trending topic? Name one or two social media sites that have trending topics.

6. What are the two questions a marketer should ask about any social media tool? 1.

Teacher Resource 13.3 Answer Key: Internet Marketing Quiz

Student answers will vary, but the following answer key contains the basic knowledge and concepts to be stated in their responses. Use your preferred scoring or point system to assess the quizzes.

1. How can a hospitality business use Facebook? Businesses can have their own Facebook page, which they can use to post information about the business, share photos, and announce promotions. People can become fans of the business and can post comments about their experience. Hospitality businesses might post information about upcoming special events or include photographs from their business or destination to attract more potential customers. 2. What is a blog? How is a blog interactive? Blog is short for weblog. A blog allows one or more authors to post information on a regular basis. It is easier to update than a website and allows people to comment on the posts. Blogs are interactive because people can post comments, and discussions can spring up around a specific post. 3. Give two examples of multimedia sites and how a hospitality business might use each one. Possible answers include Instagram, Flickr, YouTube, Pinterest, Picasa, SmugMug, Photobucket, Vimeo, Viddler, DailyMotion, Blip.tv, Vine. Note: Instagram and YouTube are the ones referenced in this lesson. However, some technologically adept students may be familiar with other examples, so additional sites are included here. A hospitality business might use photo sites (Instagram, Flickr, Picasa, Pinterest, SmugMug, or Photobucket) to post photographs of its location, its rooms, its food, or its special events. A hospitality business might use video sites (YouTube, Vimeo, Vine, DailyMotion, or Blip.tv) to post videos about its business or its destination. For example, a tour company might post excerpts from its tours on YouTube, or a hotel might offer a virtual tour of its rooms. 4. How does OpenTable offer an interactive experience? OpenTable offers an interactive experience in the following ways: a customer can make a restaurant reservation online, a customer can communicate special requests to the restaurant, a customer can read reviews written by other customers about a specific restaurant, and a customer can write a review of a restaurant. 5. What is a trending topic? Name one or two social media sites that have trending topics. Trending topics exist in Twitter and Facebook. A trending topic is something that a lot of people are tweeting, talking about, commenting on, or sharing links about. 6. What are the two questions a marketer should ask about any social media tool? 1. What is this tool’s purpose? 2. How can I use it for marketing?

Teacher Resource 13.4 Key Vocabulary: Internet Marketing in the Hospitality Industry

Term Definition

app Small, self-contained program downloaded onto a smartphone or tablet that makes online usage easier and simpler than accessing websites using URLs and passwords.

blog A website with regular entries, or posts; the word comes from weblog. Readers can comment on blogs, which provides a level of interactivity.

follow On Twitter, following someone means choosing to receive their tweets.

interactivity A feature of communication technology that allows the viewer to interact with or engage other people—the site sponsors or other guests on the site. Interactivity is one of the key features of social media, or Web 2.0.

microblog A blog site that restricts posts to a limited number of characters; Twitter is the best-known microblog site.

multimedia The combined use of several different media for the purpose of communicating. For example, text is a medium, still images are a medium, video is a medium, and sound is a medium. Sites like Pinterest, Instagram, Flickr, and YouTube include text as well as images, video, or sound, so they can be called multimedia sites.

profile Information users share about themselves on a social media site—this may consist of a user name, gender, location, and more.

social media A means of communicating online used by large groups of people to share information and interact socially.

social networking site Places on the Internet where people meet in cyberspace to interact— Facebook is the best-known social networking site.

trending topics On Twitter, topics that a lot of people are currently talking or tweeting about.

tweet A post on Twitter; tweets must be 140 characters or fewer. Tweet can also be used as a verb (“He tweeted about this great sale.”).

Web 2.0 A term that refers to the increasingly interactive quality of Internet sites and programs.

wiki A website or similar online resource that allows users to add and edit content on a particular topic or entry. Wikis may not always be the most accurate source of information since they are open to editing by a wide range of people. Wikipedia is the best-known example of a wiki.

Teacher Resource 13.5 Bibliography: Internet Marketing in the Hospitality Industry

Online Carton, Sean. “Web 2.0 Marketing.” ClickZ, http://www.clickz.com/3559851 (accessed February 24, 2016). Cutlack, Gary. “What Are Apps and How Do They Work with Your Smartphone?” Techradar, http://www.techradar.com/us/news/phone-and-communications/mobile-phones/what-are-apps-and-how- do-they-work-with-your-smartphone--1141429 (accessed February 24, 2016). Fichter, Darlene. “Seven Strategies for Marketing in a Web 2.0 World.” Information Today, Inc., Vol. 21 No. 2—Mar./Apr. 2007, http://www.infotoday.com/mls/mar07/Fichter.shtml (accessed February 24, 2016). Fisher, Lauren. “5 Small Businesses Successfully Using Social Media.” Mashable, http://mashable.com/2009/10/21/social-media-small-businesses/ (accessed February 24, 2016). Handley, Ann. “Tweetable Eats: What Street Vendors Can Teach Businesses About Twitter.” Mashable, http://mashable.com/2009/07/17/twitter-street-vendors/ (accessed February 24, 2016). “Learning 2.0: 23 Things.” PLCMC, http://plcmcl2-things.blogspot.com/ (accessed February 24, 2016). Lichtenberg, Joe. “Travel meets Web 2.0: A Match Made in Heaven.” iMedia Connection, http://www.imediaconnection.com/content/16597.asp (accessed February 24, 2016). “Microblogging.” Wikipedia, http://en.wikipedia.org/wiki/Micro-blogging (accessed February 24, 2016). Parr, Ben. “6 Tips for Customizing Your Small Business Blog.” Mashable, http://mashable.com/2009/09/15/small-business-blog/ (accessed February 24, 2016). Rao, Leena. “How Social Media Drives New Business: Six Case Studies.” TechCrunch, http://techcrunch.com/2010/07/17/how-social-media-drives-new-business-six-case-studies/ (accessed February 24, 2016). Silverman, Matt. “Mashable’s Social Media Guide for Small Businesses.” Mashable, http://mashable.com/2009/12/04/small-business-guide/ (accessed February 24, 2016). “Twitter.” Wikipedia, http://en.wikipedia.org/wiki/Twitter#Content (accessed February 24, 2016) “Wiki.” Wikipedia, http://en.wikipedia.org/wiki/Wiki (accessed February 24, 2016). Zahorsky, Darrell. “What a Blog Can Do for Your Small Business.” About.com: Small Business Information, http://sbinformation.about.com/cs/ecommerce/a/bblogs.htm (accessed February 24, 2016).

Student Resources

Resource Description

Student Resource 13.1 Notes: Introduction to Internet Marketing

Student Resource 13.2 Reading: Introduction to Internet Marketing

Student Resource 13.1 Notes: Introduction to Internet Marketing

Student Name:______Date:______

Directions: Use the chart below to help you keep track of the different social media marketing terms you learn about during the presentation Introduction to Internet Marketing. An example is provided.

Term Definition Example: How It Works in Hospitality/Tourism

Example: interactivity People “talking” or sharing You can talk to potential information online customers on Facebook or Twitter.

Social networking sites (e.g., Facebook)

Blogs

Microblogs (e.g., Twitter)

Wikis

Multimedia sites (e.g., Instagram and YouTube)

Student Resource 13.2 Reading: Introduction to Internet Marketing

If you’re looking for a special place to go to dinner, there are lots of ways to research a restaurant. You could ask friends for advice. You could look in the newspaper or a local magazine, read a restaurant guidebook, or see a review on TV or the Internet done by a professional restaurant critic. Today, sites like OpenTable offer a lot more than that. Sure, you can read about a restaurant on OpenTable. You can search for specifics—location, type of food, price, and so on. But that’s only the beginning. You can make a reservation on the site and even send a special request to the restaurant. Is it your friend’s birthday? Maybe the restaurant can set aside a special table or sing “Happy Birthday” and give your friend a free dessert! If you had an especially good—or especially bad—experience, you can write a review of the restaurant and post it on OpenTable. You can also read other people’s reviews. So, you are interacting with both the restaurant and other potential diners—a terrific example of interactivity. Apps have also been created outside of OpenTable, such as Table8, which can get you into the hardest-to-reserve restaurants. Keep in mind that some people are paid to write reviews of a particular venue. It’s important to note the source when making your choices!

Nowadays, lots of people have a camera with them at all times. Many cell phones have cameras built in, and digital cameras are becoming less expensive. Instagram is a popular photo-sharing and social networking site. Pinterest, as we mentioned before, also combines photo sharing with social networking. Vine, owned by Twitter, allows you to create and post seven-second looping video clips. YouTube is where everyone goes to see music videos, LOLcats, and anything else that’s currently popular. On all of these sites, anybody can put up photographs they took or videos they made, and people can post comments about them. Hospitality companies also use Instagram and YouTube to promote themselves. For example, a hotel marketing person might post photos of the hotel rooms and grounds on Instagram or Pinterest, or a tour company might videotape part of one of its tours and post that on YouTube. Businesses are also producing very short ads that get placed in the beginning of YouTube videos. Nobody can fast-forward through them the way you can on TV. Businesses stream promotional messages across the bottom of videos. Of course, they also post ads along the right-hand margin of these pages.

This lesson introduces students to the types of employment available to job seekers looking for a position with a company in the hospitality and tourism industry. It also describes the kinds of work that experienced job seekers look for, including consulting and entrepreneurial roles. In addition, the lesson encourages students to consider their own goals and qualifications in the context of these positions. Students also put the finishing touches on their culminating project vacation packages, including developing a poster to promote it. Advance Preparation  In this lesson students prepare posters about their vacation packages, which will be used during their final presentation. Make sure to have poster board (or trifold display boards) and art supplies available for students during Class Periods 3 and 4.  Procure binders for students to use to present their culminating projects. The binders should be large enough to hold all the students’ work and should include clear plastic sleeves that ensure easy access to materials. Each group should have one binder and at least six plastic sleeves. This lesson is expected to take 4 class periods.

Lesson Framework Learning Objectives Each student will:  List the types of jobs that are available in the industry*  Describe entry-level jobs in the hospitality and tourism industry and corresponding qualifications*  Evaluate which jobs are most suitable based on personal interests and skills  Develop effective responses to common job interview questions *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Describe career opportunities and means to attain those opportunities in each of the Hospitality & Tourism Career Pathways (Common Career Technical Core 2012, HT 6)  Describe career opportunities in the Recreation, Amusements & Attractions Career Pathway (Common Career Technical Core 2012, HT-REC 1)  Demonstrate leadership qualities and collaboration with others (Common Career Technical Core 2012, HT-RFB 4)  Describe career opportunities and qualifications in the restaurant and food service industry (Common Career Technical Core 2012, HT-RFB 9)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Customize travel with diverse transportation, lodging, cruise, and food options (Common Career Technical Core 2012, HT-TT 8)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10) Assessment

Assessment Product Means of Assessment

Written responses to three practice job interview Assessment Criteria: Job Interview Answers questions (Student Resource 14.3) (Teacher Resource 14.2)

Poster promoting vacation package (culminating Assessment Criteria: Vacation Package Poster project) (Student Resource 14.4) (Teacher Resource 14.4)

Prerequisites  Ability to broadly categorize hospitality and tourism professions in terms of the transportation, food and beverage, lodging, and entertainment sectors  Understanding of hospitality and tourism employment responsibilities, including customer service, sales, and travel expertise  Grasp of what job skills are and which ones are necessary in order to work in the hospitality and tourism industry

Instructional Materials Teacher Resources  Teacher Resource 14.1, Guide: Qualifications and Skills  Teacher Resource 14.2, Assessment Criteria: Job Interview Answers  Teacher Resource 14.3, Example: Vacation Package Poster (separate PowerPoint file)  Teacher Resource 14.4, Assessment Criteria: Vacation Package Poster  Teacher Resource 14.5, Rubric: Final Vacation Package  Teacher Resource 14.6, Key Vocabulary: Working in the Industry  Teacher Resource 14.7, Bibliography: Working in the Industry Student Resources  Student Resource 14.1, Reading: Hospitality and Tourism Industry Employment Overview  Student Resource 14.2, Organizer: Job Wish List  Student Resource 14.3, Assignment: Job Descriptions and Interview Prompts  Student Resource 14.4, Assignment: Vacation Package Poster  Student Resource 14.5, Organizer: Project Checklist Equipment and Supplies  Blackboard, whiteboard, or flip chart  Computer and LCD projector  Poster board or trifold poster displays (see Advance Preparation)  Art supplies (see Advance Preparation)  Binders and clear plastic sleeves (see Advance Preparation)  Sticky notes (4″ x 6″)

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

Step Min. Activity

1 20 Think, Pair, Share: Considering Professional Roles Students prepare to explore specific professional opportunities in the hospitality and tourism industry by recalling the careers they have learned about throughout the course. They consider these roles in light of their own career ambitions. This activity focuses on the following college and career skills:  Developing awareness of one’s own abilities and performance  Demonstrating teamwork and collaboration Explain to the students that this is the beginning of a new unit and that they will be shifting gears to look at careers. They will consider how to take what they learned in this course and apply it to a professional role. Write this prompt on the board:  List the personal and professional qualifications that you think would ensure success in the hospitality and tourism industry. Also write down if you think you have that skill, quality, or qualification. Reassure students that they should not expect to have every qualification they need already. Point out they are just coming to the end of their first course focusing on the hospitality industry, so they have time to develop skills or qualifications that might help them for their internships or future career plans. Use Think, Pair, Share to have students respond to the prompt: 1. Think: Have students write brief notes on the prompt in their notebook. 2. Pair: Ask students to talk about their ideas in pairs. They should compare their notes and identify the qualifications they thought of, which qualifications they already have, and which they would need to develop or obtain before pursuing a career in the hospitality industry. 3. Share: Invite pairs to share their ideas with the rest of the class. You can do this in round-robin fashion, calling on each pair, or take volunteered answers. You may wish to contribute to their lists of qualifications, using Teacher Resource 14.1, Guide: Qualifications and Skills, for guidance. If time permits, ask students to discuss the following question:  Which of these qualities will you need in order to successfully complete an internship in the hospitality industry? What qualities and skills do you think you will gain with an internship? When the students have finished sharing, explain that while students have heard about many different jobs in this field, they are now going to have the opportunity to think about which job might be right for them.

2 30 Reading: Hospitality and Tourism Industry Employment Overview This activity will provide students with an overview of the many different jobs available in the hospitality and tourism industry, and it will also help students to reflect further on jobs that might be right for them. Before you ask students to read Student Resource 14.1, Reading: Hospitality and Tourism Industry Employment Overview, review Student Resource 14.2, Organizer: Job

Step Min. Activity

Wish List, with them and answer any questions. Then ask them to read Student Resource 14.1, and complete the job wish list as they read. Explain that this assignment will help them think about specific jobs that might interest them and identify the qualities they would need to succeed in that position. Tell students that they will be using the job wish list to complete assignments in the next class period and later in this unit. When the students have finished their reading and wish list, ask them to look back at their notes from the previous activity. How does the list of qualities on their Job Wish List compare to the list of qualities they wrote down at the start of the class period? Invite volunteers to share their thoughts.

CLASS PERIOD 2

3 30 Assessment: Job Descriptions and Interview Prompts This activity will introduce students to job descriptions for real jobs, many of them entry level, and get students thinking about the preparation involved in devising good responses to interview prompts. It focuses on the following college and career skills:  Developing awareness of one’s own abilities and performance  Demonstrating the ability to write effectively Point out that they have a lot of knowledge about hospitality and tourism now that they’ve taken this course, but if they don’t make their knowledge apparent in the interview, they may not get the job they want. Explain to students that it’s up to them to present their skills and knowledge during an interview. Review Student Resource 14.3, Assignment: Job Descriptions and Interview Prompts, with students. Ask students to choose one job from the list of want ads. Most, but not all, are entry level. Then they should select three prompts from the list of common interview topics and write down how they would answer those prompts for that specific job. Even though they obviously do not have college degrees or much job experience, their answers should be accurate responses based on their current experience and personal characteristics. Ask students to read the assessment criteria by which their work will be assessed. Call on different students to paraphrase each of the criteria to ensure that everyone understands what they need to do. Answer any questions. Once students are clear on the assessment criteria, ask them to write down some ideas in their notebook before writing the final draft. When there are about 25 minutes left in class, ask students to share and discuss their ideas with a partner. Partners can encourage each other to think about specific personal experiences that would be pertinent to the job they chose. Explain to the students that they need to finish a final draft of the assignment on binder paper for homework. When the assignments are completed, collect and assess them using Teacher Resource 14.2, Assessment Criteria: Job Interview Answers. If possible, arrange to have the students email the questions and their answers to NAF academy advisory board members to get real-world feedback.

Step Min. Activity

Leave students with the understanding that it takes practice to answer interview questions well. Everyone, even top-level executives, needs to think about good answers before the interview so that they come across as knowledgeable, comfortable, and capable. The more students practice, the more confident they will be when they’re trying to land a job or internship.

4 20 Culminating Project Work: Vacation Package Poster

Students prepare for the final component of their culminating project: an informational poster to promote their vacation package. Remind students that they have not yet finished their culminating projects. There is one important piece missing. Ask students if the school were going to coordinate a senior trip or class trip, what do they think the procedure would be? Allow volunteers to answer, and supplement their response based on your own knowledge of what your school’s procedures are. Typically, there would be a parent meeting to inform parents about the trip. There might also be advertisements, flyers, or other materials directed at students to encourage them to participate. Point out that students have already created a brochure, which would be useful to share with potential attendees and/or their parents. But if they really want to persuade students to take their trip, they might want to create a poster to promote the trip’s highlights and key features. In this lesson, students are going to work together in their groups to create a poster about their trip. Ask students to review Student Resource 14.4, Assignment: Vacation Package Poster. Discuss the tips for an effective poster. Emphasize that the poster needs to include information about the trip, not just pretty pictures. Display Teacher Resource 14.3, Example: Vacation Package Poster (separate PowerPoint file). Ask students to read the assessment criteria in Student Resource 14.4. Discuss each criterion as a class. How does the poster meet that criterion? If time permits, you may also wish to discuss how the poster does or does not implement the tips listed in Student Resource 14.4. Let students know that in the next class period they will be creating their poster. Encourage them to bring in art supplies, images of their destination, or anything else they think will make their posters stand out.

CLASS PERIOD 3

5 50 Culminating Project Work: Vacation Package Poster (Continued) Students create an informational poster to promote their vacation packages. These posters give students another way to summarize the work they have done on the project through both words and pictures; the poster will also serve as a visual aid during the final project presentations. Ask students to move into their project groups and use Student Resource 14.4 to plan out their posters. While they work, distribute art supplies and poster board as

Step Min. Activity

necessary. If you think students will find it helpful, consider projecting the example poster again (Teacher Resource 14.3). Give students time to work on their posters. Emphasize that they need to finish the poster during this class period. While students work, check in with each group. Make sure the posters have a good balance of content and images and that the students are using their time wisely. When approximately 10 minutes remain in class, ask students to begin cleaning up and finishing their posters. If any group still has a lot of work to do on their poster, instruct them to make arrangements to meet outside of class to finish it. Let students know that in the next class period they will get peer feedback on their posters.

CLASS PERIOD 4

6 25 Gallery Walk: Vacation Package Poster Students obtain peer feedback on their posters, which will help them improve the posters before their final presentation. Ask each project group to display its poster. Distribute a small stack of large (4″ x 6″) sticky notes to each group. Explain that students are going to gallery walk in their project groups and provide feedback to other groups on their posters. Post the following prompts on the board or a sheet of chart paper:  This poster would/would not make us want to take this trip because….  The best thing about this poster is….  One thing about this poster we don’t like/don’t understand is…. Tell students that they need to complete at least the first prompt for every group’s poster. If they have time, they can complete the other two prompts for as many groups as possible. They should respond to each prompt on a separate sticky note and post the note on the back of the poster, on the wall near the poster, or at another appropriate location. Tell students to keep the assessment criteria in mind as they offer feedback. You could also model how to review the posters yourself and distribute your own comments. You may wish to use a timer or bell to control when students move from poster to poster. For example, assign each group to one poster, allow three to four minutes for discussion and comments, and then ring the bell and instruct each group to move to a different poster. This can reduce the issue of overcrowding around specific posters and ensure that all groups get at least some feedback. When approximately 20 minutes have elapsed, ask students to return to their own poster and review their feedback. Tell students that they need to use this feedback from their peers and from you to guide any revisions. Their poster, along with the rest of their vacation package, needs to be complete and turned in during the next lesson. Explain that in the next activity, students will review all of their work on the project and identify what items might need revision or improvement before being turned in. When posters are complete, assess them using Teacher Resource 14.4, Assessment

Step Min. Activity

Criteria: Vacation Package Poster.

7 25 Culminating Project Work: Finalizing Vacation Packages Now that students have completed the work required for their culminating project, they combine all the vacation package materials into one organized, professional package, ready to present to classmates and invited guests. Before class, bring enough binders and clear plastic sleeves for each culminating project group. Students will use these binders to organize and present their materials. Explain to students that this is their last in-class opportunity to put together their project before presenting it in Lesson 16. Direct students to review Student Resource 14.5, Organizer: Project Checklist. This checklist should help them identify any elements that are still incomplete. Remind students that they will be presenting their vacation packages to prospective clients during Lesson 16. They should be prepared to explain how the package meets the needs and desires of high school students planning to take a vacation. Distribute copies of Teacher Resource 14.5, Rubric: Final Vacation Package. Explain to students that you will use this rubric to assess their packages. Ask students to read over the rubric with their group mates and identify the following:  One criterion they think they will do exemplary work on  One criterion they think they still need to do more work on in order to earn an Exemplary—and how they will improve/revise their package to earn that Exemplary  Any criterion they have questions about or are confused by Allow students a few minutes to discuss. Next, lead a class discussion in which each group shares their ideas and questions. Make sure to clarify any misunderstandings. Then tell students to spend the remaining time allotted for this activity putting their materials into the binders you provided. Make a point of meeting with each group during this class period to help them determine what they still need to do to make their project outstanding. The final packages should be stored in the classroom or in an easily accessible area, ready for presentation during Lesson 16. Remind students that they will have no additional class time to revise the contents, so they may need to do that for homework. The vacation packages and posters need to be completed by the end of Lesson 15. Reassure students that they will still have an opportunity to practice their presentation.

Extensions Content Enrichment  Conduct a Work-Based Learning (WBL) activity: Demonstrate the value of internships by showing students the video "Internships Offer Meaningful Real-World Learning" on Edutopia, at http://www.edutopia.org/is-school-enough-real-world-internship-video. In the video, Noah interns at a nonprofit working to protect his city’s local water source, and he gains both knowledge and

skills in the process. Have students think of their dream company or nonprofit and then identify a possible internship position they could hold. Next, have students consider and list possible skills and knowledge they would gain in such a position.  Plan an internship prep day to provide students with the opportunity to meet with businesspeople to learn about the soft skills necessary to succeed in an internship. Arrange to have several businesspeople (ideally, NAF academy advisory board members) attend for the day. Topics can include appropriate business attire, dining etiquette, resume critique, mock interviews, and so on. Divide the day into sessions that allow students to rotate between the different topics, making sure every student has the opportunity to attend every session.  Review the interview questions posted on http://www.collegegrad.com/jobsearch/Mastering-the- Interview/Fifty-Standard-Interview-Questions/ or http://career-advice.monster.com/job- interview/Interview-Questions/100-Potential-Interview-Questions/article.aspx. Select 20–25 questions that you think are important for your students to prepare for. Divide the class into groups of four or five and distribute different interview questions to each group. Within each group, students should take turns: one student playing the interviewer, one student playing the interviewee, and the other students observing and offering constructive criticism. After each student has had a chance to be interviewed, have each group identify which question and answer they thought they’d done the best with, and which they’d had the hardest time with. Ask each group to share with the rest of the class and invite the rest of the class to make suggestions about how to handle the question.  Make arrangements to hold reverse mock interviews. Recruit local businesspeople (ideally, NAF academy advisory board members) to participate as either a “good” or a “bad” candidate. Prepare the students by providing them with a list of standard interview questions, such as those available on http://www.collegegrad.com/jobsearch/Mastering-the-Interview/Fifty-Standard-Interview- Questions/ or http://career-advice.monster.com/job-interview/Interview-Questions/100-Potential- Interview-Questions/article.aspx. Divide the class into groups. Inform students that these will be brief interviews, no more than 15 minutes in length. Let each group identify three to five questions they want to ask their candidates. When students are prepared, hold the interviews. Make sure each group of students has the chance to interview at least one good candidate and one bad candidate. When the interviews are complete, lead students in a discussion: How did they evaluate the candidates? What did they learn from the experience of being the interviewer? Invite the businesspeople to share their thoughts as well.  Give students the lists of tasks and responsibilities that are required for a specific job. Tell them to write the job description that would capture this list. Then ask them to deduce what education and skills a person would need to be able to do the job. Give different groups several task lists and then compare job specs and descriptions of the education and skills required.  Introduce students to some of the self-evaluation tools designed to help people choose a career, such as those in What Color Is Your Parachute? Select a tool or tools that are appropriate for your students and have the students complete the tool in the classroom. To find further career resources, check with your school’s career or college office, if one exists.  Ask a member of your NAF academy advisory board to visit the class and conduct an interviewing workshop, including mock interviews, if possible. These interviews can be videotaped for evaluation.  Ask students to research the following topic: How have the typical skill sets for employment in hospitality and tourism changed over time? For example, there is a rising need for computer skills that were unnecessary 50 or 100 years ago. Ask students to write an essay based on their research in which they predict what skills will be needed in the future. STEM Integration  Math: Demonstrate how salaries compound over time by having students calculate annual raises. For example, ask them to compare starting salaries of $25,000 and of $40,000, assuming 5% increases each year.

 Technology: Certain trends in hospitality and tourism have implications for careers in the industry. Show students the following video and ask them if it gave them new ideas for what kinds of jobs appeal to them: https://www.youtube.com/watch?v=SJ8Momwv7Qk. If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see www.keepvid.com) or a similar program.  Technology: Have students research salary possibilities for their future careers and consider their lifetime earning potential using the following sites for guidance: o About.com: How to Make More Money: Your Lifetime Income Potential (http://humanresources.about.com/od/salaryandbenefits/a/life_earnings.htm) o Salary.com: Salary Wizard (http://www.salary.com) o PayScale: Salary Calculator (http://www.payscale.com) o JobStar: Profession-Specific Salary Surveys: Hospitality (http://jobstar.org/tools/salary/sal-prof.php#Hospitality)  Technology: Give students the list below and suggest that they write a paragraph in their notebook summarizing the reading they chose. o EzineArticles: “How to Start a Successful Career in the Hospitality Sector.” http://ezinearticles.com/?How-to-Start-a-Successful-Career-in-the-Hospitality- Sector&id=4108657) o Hospitality Trends: “Job Applications Talk. Managers Are You Listening?” (http://www.htrends.com/trends-detail-sid-26094.html) o Hospitality Trends: “Want Fries with That?” (http://www.htrends.com/trends-detail-sid-24742.html) o Hotel Online: “You Cannot Microwave Experience: New Generation of Hotel Sales Professionals, Lesson #1.” (http://www.hotel-online.com/News/PR2006_3rd/Sep06_DBrudney.html) o Hotel Online: “New Generation of Hospitality Sales Professionals Lesson #2: Want to be Successful? Start by Packing your own ’Chute.” (http://www.hotel-online.com/News/PR2006_4th/Oct06_DBrudney2.html) Additional Cross-Curricular Ideas  English Language Arts, Drama: Team up with other teachers to simulate job fairs and interview opportunities. The more varied, expert feedback and encouragement the students receive on their performances, the more skilled at interviewing they will become. Ideally, videotape students and offer constructive criticism to improve their presentations of themselves to potential employers.  English Language Arts, Social Studies: Have students conduct “interviews” with characters from literature or with historical figures. Let students work in groups to write questions for the interviewee. Then ask them to write out a script between themselves (as interviewer) and the historical or literary figure. These can also be performed in class.

Teacher Resources

Resource Description

Teacher Resource 14.1 Guide: Qualifications and Skills

Teacher Resource 14.2 Assessment Criteria: Job Interview Answers

Teacher Resource 14.3 Example: Vacation Package Poster (separate PowerPoint file)

Teacher Resource 14.4 Assessment Criteria: Vacation Package Poster

Teacher Resource 14.5 Rubric: Final Vacation Package

Teacher Resource 14.6 Key Vocabulary: Working in the Industry

Teacher Resource 14.7 Bibliography: Working in the Industry

Teacher Resource 14.1 Guide: Qualifications and Skills

Use this information to guide the discussion on qualifications and skills in the hospitality industry.

Skills  Ability to communicate well with others, both in person and through writing  Ability to plan short- and long-term goals  Ability to take other people’s ideas and turn them into actionable steps  Ability to work with people whose cultural backgrounds are different from your own  Ability to allocate responsibilities to the right people  Ability to lead teams  Ability to manage systems, projects, organizations, people  Ability to stick to a schedule  Basic computer skills  Ability to use word processing software (also possibly spreadsheet, database, or desktop publishing software)  Ability to multitask

Knowledge  Hospitality and tourism concepts and terminology  Four primary sectors of hospitality and tourism  Statistics relevant to hospitality and tourism  Basic psychology and theories of tourism  Tourism Area Life Cycle  Tourist destinations that are developing  Differentiating between the needs of business and leisure travelers  Understanding and providing for different consumers’ needs and desires  Developing hospitality businesses  Keeping current with the latest web-based travel resources  Global economics and currency exchange  Domestic and international travel  Creating itineraries and travel budgets  Strategies for motivating employees  Methods of providing good customer service  Designing vacation packages  Choosing a destination site based on consumer needs

 Understanding the relationship between economic benefits and environmental impacts

Personal Characteristics  Works hard  Punctual  Creative  Respectful  Demonstrates integrity and professionalism  Good at solving problems  Good at resolving conflict between people  Good at empowering people  Good at self-promotion  Inspires confidence  Flexible  Friendly  Good with people and enjoys interacting with others (a “people person”)

Experience  Many companies place great value on hands-on experience in the industry—even a summer job or an internship.  Experience in different facets of the industry is also a plus.

Teacher Resource 14.2 Assessment Criteria: Job Interview Answers

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

The responses show an understanding of the main qualities the job requires for a candidate to be successful. □ □ □

The responses clearly correlate personal skills and strengths with the main qualifications of the job. □ □ □

The responses include concrete examples of relevant experience. □ □ □

The responses convey a sense of eagerness to work hard, be flexible, and learn fast. □ □ □

The final draft is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 14.4 Assessment Criteria: Vacation Package Poster

Student Names:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

The poster includes key information about the trip that entices the viewer to want to know more. □ □ □

The graphics of the poster are attractive to the target audience and appropriate for the trip. □ □ □

The layout of the poster is effective. It is not too crowded or too bare, and it creates a desire to read everything on □ □ □ the poster.

The final draft is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 14.5 Rubric: Final Vacation Package

Student Names:______Date:______

Exemplary Solid Developing Needs Attention

Comprehension All content is Most of the content Content shows Much of the content of Subject Matter accurate and is accurate and some flaws and is inaccurate and complete and shows mastery of omissions and confusing and communicates a the topic. illustrates only communicates very complete partial knowledge little understanding understanding of of the topic. of the topic. the topic.

Use of Thinking Components show Components show Components show Components do not Strategies use of a wide use of some use of one or two show use of higher- variety of higher- higher-order higher-order order thinking order thinking thinking strategies, thinking strategies, strategies. strategies, including but not including but not including but not limited to: limited to: limited to:  Comparing  Comparing  Comparing  Contrasting  Contrasting  Contrasting  Analyzing  Analyzing  Analyzing  Predicting  Predicting  Predicting  Appraising  Appraising  Appraising  Questioning  Questioning  Questioning  Evaluating  Evaluating  Evaluating  Interpreting  Interpreting  Interpreting

Use of Creativity Originality and Good effort made Some attempt at a No attempt made to freshness of to achieve creative approach improve content or approach permeate originality and noted in several design of the every aspect of the freshness of sections of the project through project. Creativity approach project. Original original touches or augments reader’s throughout the touches improve freshness of appreciation of project. Creativity one or two approach. Project content and design. contributes to components of adheres strictly to reader’s content or design. minimum appreciation of requirements. content and design.

Exemplary Solid Developing Needs Attention

Required Format Required format Required format Format does not Format is and Elements and all elements and all elements meet the package completely different are included in the are included in the specifications, and from the package package. Labels package. Labels one or two of the specifications, and and titles are and titles are required elements more than two concise and clearly usually concise and are missing. Labels elements are fit the content. appropriate to do not always fit missing. Labels Some additional content. the content. and titles are elements are missing or included to confusing. enhance the package.

Group Work All of the group All of the group Most of the group Some of the group members members members members did not participated participated participated, participate, causing completely and completely, completing most of the group to miss enthusiastically, meeting all of the the requirements some of the exceeding requirements for for the assignment requirements for expectations for the the assignment tasks. the assignment assignment tasks. tasks. tasks.

Writing Almost no Few grammatical, Some grammatical, Many grammatical, Mechanics grammatical, spelling, or spelling, or spelling, or spelling, or punctuation errors. punctuation errors. punctuation errors. punctuation errors. Most sentences are Most sentences are Most sentences are All sentences are well constructed, well constructed, poorly constructed. well constructed with some variation with little variation and vary in in sentence in sentence structure. structure. structure.

Additional Comments:

______

Teacher Resource 14.6 Key Vocabulary: Working in the Industry

Term Definition

career path A planned, logical progression of jobs throughout a person’s working life.

consulting An employment position in which an industry expert is called in to provide assessments and give advice.

disseminate To spread around, as in “to disseminate publicity.”

entry level What a job is called if it doesn’t require prior work experience, making it suitable for someone who is new to the field or has just graduated and is looking for a first job.

mean Another word for average.

salary Compensation paid on a regular basis.

service sector Part of the economy that includes travel, transportation, food and beverage, lodging, entertainment, and hospitality and tourism.

Teacher Resource 14.7 Bibliography: Working in the Industry

Online “Food Service Managers.” US Department of Labor: Bureau of Labor Statistics—Occupational Outlook Handbook, http://www.bls.gov/ooh/management/food-service-managers.htm (accessed February 25, 2016). “Live on a Luxury Cruise Ship and Get Paid for It!” Cruise Ship Jobs, http://www.cruiseshipjob.com/ (accessed February 25, 2016). “Lodging Managers.” US Department of Labor: Bureau of Labor Statistics—Occupational Outlook Handbook, http://www.bls.gov/ooh/Management/Lodging-managers.htm (accessed February 25, 2016). “Occupational Employment Statistics.” US Department of Labor: Bureau of Labor Statistics, http://www.bls.gov/oes/ (accessed February 25, 2016). “Online Hospitality Management MBA Programs.” WorldWideLearn, http://www.worldwidelearn.com/online-mba/hospitality-tourism-mba.htm (accessed February 25, 2016). “Tourism Jobs.” AlaskaTourismJobs.com, http://www.alaskatia.org/member-tools/job-opportunities (accessed February 25, 2016).

Student Resources

Resource Description

Student Resource 14.1 Reading: Hospitality and Tourism Industry Employment Overview

Student Resource 14.2 Organizer: Job Wish List

Student Resource 14.3 Assignment: Job Descriptions and Interview Prompts

Student Resource 14.4 Assignment: Vacation Package Poster

Student Resource 14.5 Organizer: Project Checklist

Student Resource 14.1 Reading: Hospitality and Tourism Industry Employment Overview

Do you like to work with people? Does interacting with others during your day energize you? Then you probably have good people skills. The hospitality and tourism industry is perfect for individuals with friendly attitudes and a genuine enjoyment of others. Companies like Disney, Southwest Airlines, and Four Seasons Hotels all say that a positive and friendly attitude is the number one quality they look for in a new hire. The hospitality industry is huge and offers many different types of employment. The service sector, the part of the economy that includes hospitality and tourism, is growing rapidly and new technological developments are dramatically changing how people travel. The combination of those two facts means that the field of hospitality and tourism is a viable option even when economic times are tough. According to the US Department of Labor’s Bureau of Labor Statistics, the median salary for a lodging manager in 2014 was $47,680. Food service or restaurant managers earned $48,560, and public relations specialists earned a median salary of $55,680. So what type of hospitality job is right for you? Let’s take a look at the different categories within the industry.

Types of Employment There are two major types of employment in the hospitality industry: working for a hospitality business and working for a consulting firm. If you choose to work for a hospitality business, you have many options:  Transportation companies (e.g., air, cruise, rail, bus)  Lodging (e.g., hotel, motel, bed and breakfast, all-inclusive resort)  Food service (e.g., restaurants, catering companies)  Conference and convention centers (e.g., convention and visitors bureaus, convention centers, chambers of commerce)  Sports and performing arts venues (e.g., sports arenas, concert halls, theaters)  Entertainment and gaming companies (e.g., casinos, theme parks, spas)  Outdoor recreation (e.g., golf course, national and state parks, ski resort)  Other tourism services (e.g., travel websites, tour companies, tourism instructor)

If you work for a consulting firm, you will be handling projects and assignments for many different companies, some of which may not be in the hospitality industry. In this situation, it is important that you are good at handling many different projects at once. Being a consultant basically means you have several different bosses at once, and you have to stay on top of projects for many different businesses simultaneously. Many people thrive with this kind of challenge!

Specializations within Hospitality and Tourism Once you have determined which kind of company you’d like to work for, you need to think about what kind of job you’d like to have. The hospitality and tourism industry is very broad and includes thousands of different types of jobs. Here are a few specialty areas of employment within the industry:

Chef: Chefs cook meals for large numbers of people. They work at restaurants or for airlines, convention centers, stadiums, cafeterias, and more. Chefs typically attend culinary schools. Some chefs make elaborate, gourmet meals, whereas others get special training in specific types of food, like making sushi or desserts. They also oversee all the other employees who work in the kitchen. Concierge or Front Desk Clerk: Hotels and other lodging businesses generally have one or more people who greet lodging guests, take their room reservations, and provide them with assistance during their stay, including giving directions, making entertainment and dining suggestions, and ensuring excellent customer service. In smaller or less expensive hotels, a front desk clerk will do all of these things. Larger or more expensive hotels may have front desk clerks who only handle reservations, while another person works as a concierge, providing directions, making reservations, and so on. Event or Convention Planner: An event planner helps people to organize an important event, such as a wedding, family reunion, business dinner, or other large get-together. Convention planners specialize in organizing very large events, usually for businesses or nonprofit organizations. A planner must consider the customers’ needs and select a site for the event. The planner may also make dining and lodging arrangements; schedule speakers, exhibits, or entertainment; coordinate with caterers; negotiate contracts with hotels and other vendors; create marketing materials for the event; oversee the budget; and handle any problems that might arise during the event. Cruise Director: Cruise directors oversee all other cruise employees. They ensure that employees provide excellent customer service and follow safety rules. In addition, they design and carry out cruise entertainment options, they meet and greet passengers, and they respond quickly and professionally in the event of a problem. Cruise Employee: Cruise employees assume many of the same roles as other hospitality and tourism employees; there are waiters, hosts, reservation agents, bartenders, and even performers who put on nightly dancing, singing, or comedy shows for passengers. Environmental Consultant: Environmental consultants assess the impact people and businesses have on the environment and report on what can be done to prevent, minimize, or repair the damage. Tourist businesses, such as resorts, are relying on these consultants more and more as people become aware of the damage tourism can do. Flight Attendant: Flight attendants provide snacks and beverages to airplane passengers and make sure they are comfortable throughout the flight. They also ensure that all passengers follow safety rules. Gaming Manager: Gaming managers oversee casinos and other gaming facilities. They direct employees, make sure customers are being attended to, and watch for any illegal activities. Host: A restaurant host is in charge of greeting customers, seating them, and making sure their needs are being met by the waitstaff. Lodging Manager: The lodging manager oversees hotel clerks, concierges, and cleaning staff. The manager also greets customers and ensures their satisfaction during their stay. Reservations or Ticketing Agent: Reservations agents often communicate with customers over the phone or Internet, and sometimes in person. Reservations and ticketing agents determine when customers want to stay and for how long, and take their information in order to reserve their table, seat, room, or trip. Restaurant or Food Service Manager: The restaurant manager oversees all waitstaff and kitchen staff. Restaurant managers are in charge of making sure customers have an excellent dining experience. They resolve any problems that arise, make sure the restaurant is appropriately stocked with food and supplies, and train employees in accordance with restaurant standards. Some of these people work for other tourism businesses that offer food, such as airlines, spas, or entertainment venues. Server (or waitstaff): The server takes customers’ orders in a restaurant, brings them their food, and ensures a successful dining experience.

Social Media Community Manager: This manager, working at a restaurant or hotel or other tourism- related company, oversees and executes the company’s social media strategies. He or she writes, edits, and collects content for a variety of online mediums, such as the company website and blog, Twitter feed, Facebook account, and Instagram feed. The manager keeps ahead of all online trends to ensure that the company’s name and excellent reputation pop up in as many online places as possible. This manager must be very comfortable interacting and engaging with both past and potential customers. Spa Director: Spa directors manage the spas where customers go to relax and get pampered. Spa directors oversee other employees, make sure the spa is stocked with supplies, and ensure that customers receive excellent service. Tour Guide: A tour guide leads customers on a sightseeing excursion. Tour guides can guide customers on river trips, horseback riding or mountain climbing expeditions, leisurely bus rides through a city, and more. Travel Agent: Travel agents help people design, reserve, and plan trips, making transportation, dining, lodging, and entertainment reservations. Their goal is to plan an enjoyable trip while still saving customers money. While most individuals nowadays don’t use travel agents to plan a vacation for them, travel agents often work for businesses and other large organizations. A travel agent for a corporation might have to arrange for a couple of businesspeople to travel to another country for a meeting, or the agent might arrange the airline tickets and hotel reservations for 20–30 people who are attending an important conference. Other travel agents might work for a business like Costco or for companies that plan specialized trips for customers like students or senior citizens.

Job Outlook Hospitality and tourism jobs are increasing at different rates throughout the country. For example, California and Texas have seen the largest increase in food service professionals in recent years. You can find out which areas have the best job growth projections by visiting the US Department of Labor’s labor statistics website, http://www.bls.gov/ooh/.

Education and Training The hospitality and tourism industry has many different paths that can take you to your ultimate career goal. You should get as many different experiences as possible to get a feel for the industry and to figure out what you like and don’t like. Specific job skills can be obtained through a bachelor’s, a master’s, or even a PhD degree program. In addition to a college degree, most experts claim that there is no substitute for hands-on experience. Keep in mind that even a summer job waiting tables is hands-on experience in the hospitality industry. Many people start out in low-level jobs and work their way up by demonstrating excellence on the job and by continuing their education. All hospitality careers require ongoing training, starting with a company orientation that presents the company’s philosophy, culture, and priorities. In addition, many companies offer on-the-job training. Hospitality and tourism professionals will need a high school diploma, and in some cases, a two- or four- year college degree to qualify for most entry-level jobs, and an MBA or graduate degree to advance in their field. An MBA or other graduate degree in hospitality and tourism typically includes courses in consumer behavior, global business, convention management, international tourism, travel and hospitality technology, employee management, and sustainable tourism. Additional coursework in behavioral sciences such as psychology can be helpful. If you want to be a restaurant, lodging, or cruise director someday, the combination of a degree and some work experience (from an internship or a summer job) can be a great way to start. Once you start moving up in the industry you may be required to supervise or manage multiple segments of the industry. For example, as a general manager of a hotel, you will be responsible for not only the front desk and housekeeping of the hotel but also for sales, banquets, and food and beverages. No matter which direction you choose within the hospitality and tourism industry, your excellent people skills will be the foundation for your continued success!

Student Resource 14.2 Organizer: Job Wish List

Student Name: Date:

Directions: Using Student Resource 14.1, Reading: Hospitality and Tourism Industry Employment Overview, write down at least three jobs that you read about that you might want to do. Then write down why the job interests you and include at least two or three examples of skills, knowledge, or personal characteristics a person needs to have in order to succeed in that job. An example is provided for you.

Skills, Knowledge, or Job Title Why It Interests Me Personal Characteristics Needed

Movie Star I’d like to be famous and make a lot of money, Have extensive professional and I like movies. training in acting skills

Look good on camera

Student Resource 14.3 Assignment: Job Descriptions and Interview Prompts

Directions: Follow the steps below to complete the assignment.

What to Do Step 1: Read each job description listed on the following pages. Choose the job for which you would be most interested in applying. Step 2: Choose three of the following interview prompts to answer.

1. Discuss the main reasons why you’re the best person for the job.

2. Appraise your ability to multitask and explain how it relates to this job.

3. Describe your experience working in roles similar to this position.

4. Explain how this position fits into your career plan and where you hope to be in five years.

5. Describe your computer skills and how they relate to this job.

6. Evaluate the experiences that make you a good fit for this type of work.

7. Explain why this job is such a good fit for your skills and personal goals.

Step 3: Write down your thoughts for each of your three prompts and a rough draft of each answer in your notebook. Be sure to address the particular position for which you are applying.

What makes a good answer to an interview question? When you are interviewing for a job, your goal is to emphasize how you are a good fit for this position. A good answer emphasizes the skills and experience you have. It shows how you will bring value to the position. The best answer you can give will use specific examples to show why you’re a good fit. Remember that a job interviewer is going to have a lot of people say, “I am a perfect fit for this job.” If you can give specific examples of how you’re a perfect fit, you have a better chance of getting the job. Step 4: Share your rough draft with a partner and read your partner’s. Give your partner feedback on the following:  Did the answer make sense?  Was it a good answer for that specific question?  Is there anything that can be added to that answer? Step 5: Write a final draft on binder paper and turn it in.

Make sure your assignment meets or exceeds the following assessment criteria:  The responses show an understanding of the main qualities the job requires for a candidate to be successful.  The responses clearly correlate personal skills and strengths with the main qualifications of the job.  The responses include concrete examples of relevant experience.  The responses convey a sense of eagerness to work hard, be flexible, and learn fast.  The final draft is neat and uses proper spelling and grammar.

Job #1: Guest Service Representative, Suite Dreams Hotel We are currently seeking a guest service representative. The selected candidate will be responsible for ensuring 100% satisfaction from the moment guests arrive at the hotel until they check out. The guest service representative will check guests into and out of the hotel, inform them about hotel facilities/services, fulfill their requests during their stay, answer telephone inquiries, make reservations, and perform other duties as assigned. The guest service representative will also post charges and handle cash and credit card transactions, and maintain balance of cash bank and other duties as assigned. One year of service industry work is preferred but not required. Job requirements:  Manage and resolve all guest complaints (and compliments) in a professional and courteous manner  Ensure arrival experience and lobby cleanliness are perfect  Maintain guest accounts: guest checks, master accounts, vouchers, gift certificates, and so on  Ensure that the front desk and back office is clean and well organized  Resolve complaints and inquiries concerning service and facilities  Communicate with public, hotel staff, and management in a professional manner  Initiate and monitor shift checklists for proper completion of tasks  Provide effective communication to all departments of guest activity  Effectively coordinate relocation of guests when necessary  Ensure company standards are adhered to and training/quality checks are in place to maintain these standards  Maintain a high level of professional appearance and demeanor The ideal candidate will have:  Outstanding customer service skills, a pleasant personality, and an ability to deal with a wide variety of people  Excellent verbal and written communication skills  Previous hotel experience  Computer experience, especially familiarity with hotel computer systems  Strong time management skills  Ability to follow/enforce company policies and procedures and resolve problems

Please email resume to [email protected].

Job #2: Catering Prep Cook Fun, fast-paced positions with Just Like Mom’s local catering company. Great work environment. Our company was established in 1995 and is very unique and successful in its catering approach. This position is Monday through Friday, 5:45 a.m. until 1 p.m. Steady work, always the same hours. No evening or weekend work. $11–$13/hour. Must be able to commit to at least six months if hired. No catering/restaurant/prep cook experience required but would be helpful. Employee must have car, insurance, and a clean DMV rating (one minor infraction okay) because the employee will be driving supplies, food, and so forth to event venues. Reliability, loyalty, and honesty are key characteristics for an employee in this position. Email resume to [email protected]. In the email, please explain why you are seeking employment with us and how your skills might help our company.

Job #3: Assistant Cruise Director Are you an experienced hospitality and tourism professional eager to move into a management position? We are looking for someone to join our team who has entertainment, recreation, hotel, or resort experience and great public speaking and organizational skills. Responsibilities:  Work closely with the cruise director to coordinate staff activities  Supervise and act as manager of ceremonies during cruises  Handle all visiting media and media tours  Manage all internal PR activities, including crew relations, media training, and the oversight of high-profile accounts  Train and supervise cruise employees If you think you’ve got what it takes, please submit a resume, salary requirements, and a cover letter in which you explain your understanding of our mission and philosophy as stated on our website.

Job #4: Assistant Casino Manager The assistant casino manager works with the casino manager to oversee all casino staff, including dealers, waitstaff, cashiers, and security personnel. The assistant manager also oversees different operations of the casino, including accounting. Responsibilities:  Develops team-member skills and manages performance through coaching, training, development, and feedback  Handles accounting, including pay-in and pay-out accounts  Oversees casino schedule, makes sure employees follow procedures, and ensures customer satisfaction Personal characteristics:  Acts responsibly and with integrity  Shows great leadership ability  Values and respects diversity  Communicates effectively and honestly  Displays flexibility and high comfort level with a wide range of people Requirements:  A bachelor’s degree in management, business, accounting, or related field  At least four years of experience in casino operations (or an equivalent combination of education, training, and experience)  Proven management skills with a demonstrated ability to operate a casino  Demonstrated ability to lead, coach, and hold team members accountable for performance  Some travel required

Job #5: Railroad Transportation Associate Our company is one of the leading specialists in global rail travel. With unmatched experience in railway technology, our dedicated staff shares a love of train travel and a comprehensive understanding of the needs of travelers and travel providers. The railroad transportation associate will have a supervisory and management background, be capable of overseeing hundreds of railroad employees, and be on call seven days per week, 365 days per year. We occasionally relocate associates if necessary. Responsibilities:  Oversee all railway employees  Monitor for safety compliance, write safety reports  Oversee crew scheduling and training  Lead and manage employees in the execution of transportation plan  Manage train service expenses within budgetary limits  Understand locomotive shut-down policy  Keep transportation operations running on time Requirements:  Pass job fitness test to qualify  Pass background check, including employment history, education, and criminal record  Excellent written and oral communication skills, both on the phone and in person  Ability to embrace and lead change, and work in a fast-paced, customer-focused environment  Ability to multitask and deliver in a deadline-driven atmosphere  Ability to set goals  Strong work ethic  A bachelor’s degree in business, engineering, or transportation

Student Resource 14.4 Assignment: Vacation Package Poster

Student Names: Date:

Directions: You are going to produce a poster to promote your vacation package to your target audience and provide them key information at a glance. Use this resource to help you plan what information and images you will use on your poster.

Your Goal You need to create a poster to encourage students to choose your vacation package. In addition to great graphics, you need to include enough highlights and features to convince students that your trip is the one they should choose. But you can’t just make a big version of your brochure. You need to think about what kinds of images and what kinds of details will get people’s attention on a poster.

Tips for Designing an Effective Poster An effective poster catches the eye. The poster needs to get people’s attention through appealing images and an eye-catching headline.

It has a simple, uncluttered design. You don’t want a poster that’s so crowded with images that it’s hard to read, or a poster with so much text it would take an hour to read through it all.

It can be read easily from a few feet away. The text and images on the poster need to be large enough that people don’t have to be standing right in front of it to see them clearly.

It provides highlights and key features of your vacation package. You want to include the highlights of your trip, the most convincing arguments you can offer, or the most important details. Save the other details for your brochure or your presentation.

It persuades or convinces the audience. You want to convince students to choose your vacation package over another one. You need to choose words and images that are persuasive.

The Real-World Scenario If you were really trying to sell your vacation package to students at your school, you might hang up your poster in the hallways, the cafeteria, or the gym. Think about what it would take to get students’ attention in the hallways, with people pushing past each other and running to get to class, or in the cafeteria, where everybody is talking loudly and eating. It has enough detail to get students excited but not too much so

Copyright © 2007–2016 NAF. All rights reserved. AOHT Principles of Hospitality and Tourism Lesson 14 Working in the Industry that they can’t read it all pretty quickly. Your poster would need to be pretty effective to catch people’s attention in that situation. Keep that in mind while you’re designing it.

Generating Ideas for the Poster What are key words or phrases we might want to include in our poster?

Think back to what you learned about customer motivation. What would motivate students to take your trip? What words can you use to appeal to those motivations? For example, if you think students would be motivated by the chance to try new things, you might want to use words like “first time,” “never before,” “discover,” or “explore.”

What types of images might we want to use for our poster? Images of your destination can be a good selling point, but also think about images of people having fun or images of specific parts of the trip (the river rafting trip, the amusement park visit, the special dinner, the beautiful hotel room, and so on).

Which of the key features and highlights do we need to be sure to include?

Practice Layout Use a separate piece of paper to plan what your poster will look like. If you want, you can use an extra sheet of paper to try more than one layout before you start creating your final poster.

Make sure your poster meets or exceeds the following assessment criteria:  The poster includes key information about the trip that entices the viewer to want to know more.  The graphics of the poster are attractive to the target audience and appropriate for the trip.  The layout of the poster is effective. It is not too crowded or too bare, and it creates a desire to read everything on the poster.  The final draft is neat and uses proper spelling and grammar.

Student Resource 14.5 Organizer: Project Checklist

Student Names:______Date:______

Directions: Use the checklist below to determine what still needs to be done to complete your project and who will be responsible for it. Make sure to divide any remaining work equally between all group members. Also, remember that you will be presenting this project to an invited audience. The person responsible should be the one talking about each part of the project, so make sure to divide the work evenly so every group member talks during the presentation. An example is provided for you.

Item Status Person Responsible

Example: Business proposal Need to revise based on teacher AnaMaria introduction and lodging report comments

Business proposal introduction and lodging report (Student Resource 6.5)

Special meal plan (based on Student Resource 7.3)

Finalized itinerary detailing the entire trip: transportation, lodging, activities, costs (Student Resources 8.2, 8.3, and 11.4)

Promotion plan (Student Resource 12.2)

Promotional brochure (based on Student Resource 12.3)

Poster (based on Student Resource 14.4)

In this lesson, students learn about the various pathways to a career in hospitality and tourism. They learn about the qualities of an effective resume and write their own resume as an assessment activity. They also listen to industry experts speak about working in hospitality. Students turn in their finalized vacation packages in this lesson. Advance Preparation  Line up a guest speaker, or several guest speakers, to talk with your students during Class Period 2. The speakers should be industry professionals who are prepared to discuss their own professional job history, what they do now, and what they look for in someone applying for an entry-level position. Tell the guests that the students will be asking a lot of questions and that their visit will be interactive. If the guest speaker is unable to address the class in person due to scheduling conflicts, consider hosting a videoconference.  In Class Periods 3 and 4, students will need access to computers with word processing software (one student per computer). In Class Period 4, students will need access to computers for Internet research (one student per computer). This lesson is expected to take 4 class periods, but it could be extended if more interviews with experts are secured.

Lesson Framework Learning Objectives Each student will:  Evaluate personal experience and qualifications for potential employment opportunities  Display understanding of potential employment opportunities in the hospitality and tourism industry  Develop a personal educational and career path for hospitality and tourism  Create a resume Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for

Copyright © 2007–2016 NAF. All rights reserved. AOHT Principles of Hospitality and Tourism Lesson 15 Learning from Industry Experts this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Describe career opportunities and means to attain those opportunities in each of the Hospitality & Tourism Career Pathways (Common Career Technical Core 2012, HT 6)  Describe career opportunities in the Recreation, Amusements & Attractions Career Pathway (Common Career Technical Core 2012, HT-REC 1)  Demonstrate leadership qualities and collaboration with others (Common Career Technical Core 2012, HT-RFB 4)  Describe career opportunities and qualifications in the restaurant and food service industry (Common Career Technical Core 2012, HT-RFB 9)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Customize travel with diverse transportation, lodging, cruise, and food options (Common Career Technical Core 2012, HT-TT 8)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10) Assessment

Assessment Product Means of Assessment

Entry-level resume (Student Resource 15.2) Assessment Criteria: Resume (Teacher Resource 15.2)

Final vacation package (culminating project) Rubric: Final Vacation Package (Teacher Resource 15.3)

Prerequisites  Completed personal inventory of experience, interests, and skills for future careers  Understanding of basic career roles and options in hospitality and tourism

Instructional Materials Teacher Resources  Teacher Resource 15.1, Guide: Resume Analysis  Teacher Resource 15.2, Assessment Criteria: Resume  Teacher Resource 15.3, Rubric: Final Vacation Package  Teacher Resource 15.4, Key Vocabulary: Learning from Industry Experts  Teacher Resource 15.5, Bibliography: Learning from Industry Experts

Student Resources  Student Resource 15.1, Reading: Example Student Resumes  Student Resource 15.2, Assignment: Writing Your Resume Equipment and Supplies  Blackboard, whiteboard, or flip chart  Computers with Internet access and a word-processing program (one for each student)

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 35 Think, List, Group: What Makes a Good Resume? In this activity, students evaluate a resume, determine the characteristics of a good resume, and apply this information to their own resume. It also focuses on the following college and career skills:  Developing awareness of one’s own abilities and performance  Working effectively with a diversity of individuals and perspectives Before class begins, write the following five elements on the board:  Organization  Format  Clarity  Detail  Language Ask students to review Student Resource 15.1, Reading: Example Student Resumes. Explain that these are excellent examples of entry-level resumes for hospitality and tourism, and that the five elements listed on the board represent the qualities of an effective resume. Ask students to look over the example resumes and identify at least one example of each of these five areas. In other words, they should ask themselves: what is excellent about this resume’s organization? About its format? And so on.

Step Min. Activity

After students have had a few minutes to identify examples of the five major qualities, invite them to share these examples with the class. Use Teacher Resource 15.1, Guide: Resume Analysis, to guide the discussion if students seem confused. Write the examples on the board, grouping them under each of the five qualities. When there are several examples under each of the five qualities, ask students to think about what they will write for their own resume. Ask them:  Which of these qualities would you like to see in your own resume?  Do you see areas that you could improve when you write your own resume? Then ask them to consider:  What experience would you include in your resume? Maybe they’ve completed an internship or a summer job. At a minimum, they should be able to list their culminating project and, if they are listing coursework on their resume as the example does, they can list this hospitality and tourism course. Ask students to share what they are thinking of including on their resume, which may help jog other students’ memories and give them ideas as well. Return to the example student resumes and ask students:  Based on how the sample resumes list experience, how would you include the culminating project on your resume?  Where would it go?  What would you say about it? Give students one to two minutes to think about it; then work together as a class to formulate a good description of the project. Have all students copy down this description in their notebook. Explain to the students that one goal of a good resume is to make you stand out to a potential employer, to help you get an interview. Let students know that they will have the opportunity to talk to a potential employer in the next class period, when the guest speaker comes to visit. Ask students to think about what they will write for their own resume and to make a mental note of any questions they might have for the guest speaker(s)—general questions like, “What do you look for on a resume when you’re hiring someone for an internship or a job?” Tell students that they will spend the remainder of the class period preparing a list of these and other job-related questions.

2 15 Group Discussion: Preparing to Meet an Industry Expert This activity will prepare students to take an active role in the discussion when an industry expert (or experts) visits the classroom. Present a brief introduction of each visitor, including a description of the person’s role within the organization that person works for. Point out to students that this is an excellent opportunity to learn directly from someone in the industry what the work is like and also to learn what qualities and experiences are most important. Guide students to prepare a list of questions for the expert, working individually and as a class.

Step Min. Activity

1. Ask students to take a moment to think about what they might ask this person, and then have them write down two or three questions in their notebook. If necessary, make a point of advising students how to handle questions about salary. If students want to ask about salary, it should not be the first question they ask, and it might be more appropriate to ask “How much does a person in an entry-level position in this field make?” rather than “How much money do you make?” 2. Ask students to team with a partner and share their questions. They should copy down any questions from their partner that they think are helpful. 3. During the last five minutes of class, go around the room and ask each pair to share one question they thought of. Encourage students to copy down any good questions they hear into their notebook. Let the students know that you might call on any of them to ask the expert a question, so this list in their notebook is good preparation for that. 4. Consider having students do research on the company and/or the speaker for homework. If students can access the Internet, have them look up the speaker on LinkedIn or take a look at the company’s website. If Internet access is not available, consider printing out some basic information for students to read for homework. If you choose to do this, talk with your students about how knowing this information can help them ask more specific and interesting questions. Point out that this type of research is something they should do before going to a job or internship interview as well. Make sure students understand that they are expected to take notes during the speaker’s visit. Have them start a new page in their notebook and label it with the guest speaker’s name and the date of the visit. Suggest that they plan to write down each question as it is asked and then make notes on the important elements of the speaker’s response. Remind them that they should not aim to write down everything that the speaker says but to focus on key points. Also remind students that their final vacation packages must be complete by the end of this lesson. They should be working on any last-minute details for homework.

CLASS PERIOD 2

3 50 Group Discussion: Asking an Expert This activity provides students with the opportunity to ask an industry expert questions and also challenges students to work on their public speaking skills. Begin the class period by introducing the expert(s) you’ve invited. If the guest speaker can’t address the class in person, consider hosting a videoconference with the speaker. Ask class visitors to briefly describe the following:  Position in the industry and responsibilities in this role  Work history and how they settled into their current position  Educational background and how educational experiences prepared them for work  Pathways that they, or their colleagues, took to get into hospitality and tourism— what did they study in college, and so on?

Step Min. Activity

 Soft skills—which ones matter the most and why do they matter?  Resume—what are important items to include to get hired for a hospitality and tourism job? Use these questions together with any additional questions that you think might help set context for your students. Then invite the students to ask questions. If there are no volunteers, remind students to look at the list of questions they made in their notebook. Then ask for volunteers again. If there are still no volunteers, choose a student. Remind the students that they may use the questions they’ve written in their notebook. At the end of the class period, make sure that the students have a chance to thank the expert(s). Point out to the students that it is not only polite but also a good business practice to thank someone after an interview. Tell the students that they will have an opportunity to reflect on the interview during the next class period.

CLASS PERIOD 3

4 20 Notebook Reflection: Reviewing the Industry Expert(s) Interview This activity will allow students to reflect individually and as a class about what they learned from the expert(s). Keep in mind that this is an excellent time to begin including the guidance counselor in the classroom activities. The guidance counselor can answer questions about job requirements, review resumes, and point students to interesting career opportunities as well as to the colleges that would prepare them for those careers. Ask students to take a few minutes to reflect in their notebook on one or more of the following prompts, based on what the expert said:  I was surprised that the expert said….  I am more interested/less interested in working in this field now because….  The most important skills I have for this industry are….  I still need to work on…. Invite a few students to share their thoughts with the class. You may want to gauge student understanding by assessing the notebook entries on a credit/no-credit basis. Refer back to what the speaker said about soft skills and important things to include on a resume. Ask students if the speaker mentioned any skills or knowledge that the students could include on their own resume, and if so, what were they? Tell students to list these skills in their notebook. Explain to the students that their next assignment will require them to write a resume that includes their hospitality and tourism skills and knowledge as well as work (including project work) they have completed thus far.

5 30 Writing: Drafting a Resume This activity allows students to write their own resume, which they can then build on as

Step Min. Activity

they take more classes or complete relevant work experience. Review Student Resource 15.2, Assignment: Writing Your Resume, with students, answering any questions. Ask students to read the assessment criteria by which their work will be assessed. Call on different students to paraphrase each of the criteria to ensure that everyone understands what they need to do. Answer any questions. Assign each student to a computer. Instruct students to create their resume using word processing software. Point out that the acceptable format for a resume would require it to be typed in a word-processing program before being turned in. Remind students again to continue working on their vacation packages outside of class as necessary. The packages must be completed by Class Period 4.

CLASS PERIOD 4

6 15 Peer Review: Resume Students gather peer feedback on their in-progress resume. Divide the class into pairs or small groups and ask students to trade resumes. Ask students to read each other’s resume and provide feedback using at least three of the following prompts:  I think the organization of your resume is….  I think the format of your resume is….  I think the information you provide in your resume is….  One thing I think you did well is….  One thing you might want to work on is….  I have a question about…. Encourage students to make notes about their classmates’ feedback and to use it to develop the final draft of their resume.

7 15 Revision: Polishing the Resume

Students finish their resume using the peer feedback to guide them. Provide each student with access to a computer. Give students about 15 minutes to finish working on their resume. If students still cannot finish their resume, allow them to do it for homework. When the resumes are complete, collect and assess them using Teacher Resource 15.2, Assessment Criteria: Resume. Tell students that they have just taken a crucial step toward launching their careers. All adults must go through a similar process because they must periodically update their resume as they change jobs. Also point out that a cover letter or cover email should be submitted with each resume. If time allows, ask students to think about what they might include in a cover letter.

Step Min. Activity

8 20 Culminating Project Work: Finalizing the Vacation Package

Students have one last in-class opportunity to finalize their vacation packages. Give students the rest of this class period to put together their vacation packages. Explain that these package portfolios will be assessed before the students present them in Lesson 16. Assess the vacation packages using Teacher Resource 15.3, Rubric: Final Vacation Package. Plan to assess the packages quickly and return them to students during the first period of the next lesson, or wait and assess all packages after the presentations are complete.

Extensions Content Enrichment  Ask students to write a cover letter to go with their resume using the following websites to guide them: o The 7 Elements of a Highly Effective Cover Letter (http://www.quintcareers.com/effective_cover-letter.html) o Cover Letters: Types and Samples (http://www.career.vt.edu/JobSearchGuide/CoverLetterSamples.html) o Who Needs a Cover Letter? (http://jobstar.org/tools/resume/cletters.php) o Cover Letters (http://jobsearch.about.com/od/coverletters/Cover_Letters.htm)  Have students read this article on tips for submitting their resume (http://money.usnews.com/money/blogs/outside-voices-careers/2010/11/22/10-tips-for-submitting- your-resume). Afterwards, take time to discuss the tips with students. Focus on the specific details of submitting a resume electronically—for example, formatting a resume as a Word document or a PDF—and make sure students understand how important it is to follow any directions provided in the job posting. If time allows, have students search job postings on Craigslist, Monster, or other job sites and compile a list of the most common instructions for applying for jobs.  Have students write a thank-you note or email to the expert(s) who visited. Tell the students to include specific things they learned from the presentation and review the note for appropriate language and format. Point out that it’s a good habit to send thank-you notes or emails to people after an in-person interview as well.  Organize the class to attend a college fair, visit a local college campus and get a tour, or have a college admissions officer come in as a guest speaker. As an alternative, have students visit a job fair hosted by a hotel or resort geared only toward hospitality careers. STEM Integration  Technology: Create and use an online discussion forum on how to create a great starter resume. The forum could also discuss local opportunities for summer internships or jobs and include ideas

from the guest speaker. The forum can be hosted on your class or school website using an application like Moodle, or use a host service such as Boardhost. Additional Cross-Curricular Ideas  English Language Arts, Social Studies, Science (Biology, Chemistry, Physics): Have students create a resume for a fictional character (Hercules), a historical figure (Abraham Lincoln), or a famous scientist (Albert Einstein). These resumes should include education, experience, and skills based on what is known of that person. Make sure students use proper format and display the resumes when completed. This can be an effective way of reviewing characters in a literary work or from a particular historical period, or of introducing real-life biographies into a science class. If students complete a resume for a real person, ask students if they learned anything surprising from this assignment (e.g., Einstein was not always a good student even though he was so smart).

Teacher Resources

Resource Description

Teacher Resource 15.1 Guide: Resume Analysis

Teacher Resource 15.2 Assessment Criteria: Resume

Teacher Resource 15.3 Rubric: Final Vacation Package

Teacher Resource 15.4 Key Vocabulary: Learning from Industry Experts

Teacher Resource 15.5 Bibliography: Learning from Industry Experts

Teacher Resource 15.1 Guide: Resume Analysis

Use this information to guide the resume analysis at the start of this lesson.

Organization  Your name, mailing address, email address, and phone number should be listed at the top of the page.  Use an appropriate email address—something businesslike and easy to understand, not “[email protected].”  If you have a very specific objective for applying for a job, you can start your resume with an objective. It should state what position you are looking for. However, the trend is to leave objectives off of your resume, because you will only be considered if your skills and experience match the position that is open anyway.  List your education, specifically highlighting good grades and any courses that match up with your future goals. Down the road when you have some work experience you won’t list your courses anymore. But right now, listing courses that are related to the job for which you’re applying can be a good way to add to a resume with limited job experience.  Next, list your experience in chronological order, from most recent to least recent. If you have had paid work experience, list that first, followed by volunteer experience.  List activities, clubs, and sports.  List any honors or awards you have received, followed by any skills you have that would be useful on a job. For example, note any computer skills and languages other than English spoken.  When you go for an interview, you will need to have a list of references available. References should be adults who know you well but are not related to you. Teachers, coaches, or people who know you from religious or volunteer activities can be good references. Any adult who has hired you for a job—even the neighbor who paid you to shovel snow off his driveway or the woman in your apartment building who had you babysit her kids—can be a good reference, too. You want people who can talk about why you would be a good employee, people who can tell a potential employer if you are hard-working, reliable, responsible, and so on.

Format  Keep the length to one page. Two- and three-page resumes are standard for experienced job- seekers, but high school student resumes should be short.  Make the resume easy to read and visually appealing. Use a resume template, and keep to the standard fonts, colors, and font sizes. Always use bullet points to highlight your accomplishments.  Check spelling and grammar. Keep in mind that some businesses will throw away your resume immediately if they notice a single typo or spelling mistake!  Type and proofread the final copy. Also ask someone you trust to proofread your resume. Ideally, the person will have some experience creating resumes and can not only check for spelling and grammar errors but also offer suggestions about how you present your accomplishments.  If you are printing your resume, use standard 8.5″ x 11″ white paper.  If you are submitting your resume electronically, save your Word file as a PDF. This ensures that the formatting doesn’t look different on someone else’s computer.

Clarity  Use bullet points to highlight accomplishments.  Always include information that will highlight your skills and/or cause your resume to stand out from others.  Be sure to include only information pertinent to the job for which you are applying. You may have to tweak your resume as you apply for different jobs that require different skill sets.  Keep a detailed resume with all of your accomplishments on file as a resource when applying to other positions in the future.

Language  Use action words to describe your accomplishments. (Consult the list of action words listed below and on the next page of this guide.) For example, instead of saying “Did tasks for reception desk manager,” say “Assisted reception desk manager with welcoming guests and completing reservations.” The word “did” doesn’t say much about you as a candidate, but the action word “assisted” shows that you are helpful, responsible, and able to follow directions. Action words say more about your abilities.  Avoid using “I” statements. In other words, don’t say, “I established a training program for new interns.” Instead, say, “Established (or created or developed) training program for new interns.”  Write out numbers one through nine; use numerals for 10 and up.  Abbreviations are inappropriate, except for states and academic degrees.  Never lie on your resume. It’s acceptable to exclude something that you don’t really want known, but don’t say that you have done something that you haven’t done. For example, you don’t need to tell a prospective employer that you failed algebra the first time you took it, but you shouldn’t claim that you got an A in calculus!

Copyright © 2007‒2016 NAF. All rights reserved. AOHT Principles of Hospitality and Tourism Lesson 15 Learning from Industry Experts proposed created raised directed resolved taught joined undertook mapped won contributed recorded designed reported documented instructed trained maintained viewed modeled provided delivered read displayed responded tested launched used measured worked coordinated pursued developed represented drafted introduced traveled managed visited narrated received demonstrated reorganized distributed revised took led valued met wrote

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet The resume includes relevant experiences and education. □ □ □ The resume presents information accurately. □ □ □ The resume is an appropriate length. □ □ □ The resume follows the appropriate format. □ □ □ The resume is neat, legible, and presentable. □ □ □

Additional Comments:

______

Teacher Resource 15.3 Rubric: Final Vacation Package

Student Names:______Date:______

Exemplary Solid Developing Needs Attention

understanding of of the topic. of the topic. the topic.

Use of Creativity Originality and Good effort was Some attempt at No attempt made to freshness of made to achieve creative approach improve content or approach permeate originality and noted in several design of the every aspect of the freshness of sections of project. project through project. Creativity approach Original touches original touches or augments reader’s throughout the improve one or two freshness of appreciation of project. Creativity components of approach. Project content and design. contributes to content or design. adheres strictly to reader’s minimum appreciation of requirements. content and design.

Exemplary Solid Developing Needs Attention

Additional Comments:

______

Teacher Resource 15.4 Key Vocabulary: Learning from Industry Experts

Term Definition

entry level What a job is called if it doesn’t require prior work experience, making it suitable for someone who is new to the field or has just graduated and is looking for a first job.

internship Temporary on-the-job training and experience in a particular career or field that is either paid or not paid.

resume A written summary of work experience, education, and skills to send to prospective employers.

soft skills Knowledge and abilities that are not specifically job related but aid in the ability to perform the job well; these include politeness, professionalism, ability to communicate, writing ability, how to shake hands, how to introduce yourself to someone, and how to speak to business professionals.

Teacher Resource 15.5 Bibliography: Learning from Industry Experts

Print Reid, Robert D., and David C. Bojanic. Hospitality Marketing Management, 4th ed. Hoboken, NJ: Wiley, 2006.

Online Brizee, Allen. “Workplace Writers.” OWL Purdue Online Writing Lab, http://owl.english.purdue.edu/owl/resource/681/01/ (accessed February 26, 2016). “College Search.” The College Board, http://collegesearch.collegeboard.com/search/index.jsp (accessed February 26, 2016). “How to Write a Masterpiece of a Resume: Part 1.” Rockport Institute, http://rockportinstitute.com/resumes/ (accessed February 26, 2016). Stillwell, George. “The 8 Most Important Elements of an Effective Resume.” EzineArticles, http://ezinearticles.com/?The-8-Most-Important-Elements-of-an-Effective-Resume&id=190338 (accessed February 26, 2016).

Student Resources

Resource Description

Student Resource 15.1 Reading: Example Student Resumes

Student Resource 15.2 Assignment: Writing Your Resume

Student Resource 15.1 Reading: Example Student Resumes

AOHT Example Student Resume I

John M. Worker 118 Main Street Chicago, IL 54321 (312) 555-1184 [email protected]

OBJECTIVE To obtain a full-time summer position as a waiter or barista

EDUCATION George Washington High School, Chicago, Illinois Ninth grade GPA: 3.1 Student in the Academy of Hospitality and Tourism Courses completed by end of ninth grade:  Principles of Hospitality and Tourism  Delivering Great Customer Service

WORK EXPERIENCE Table Busser, Clark’s Family Restaurant, Chicago, IL, June 2015‒present  Worked extra shifts upon request.  Received raise after 6 weeks  Invited to become a waiter-in-training next summer

EXTRACURRICULUAR ACTIVITIES  JV Basketball 2015‒2016  Dolphins Community Swim Team 2014‒2015  Piano lessons 2013‒present

SKILLS Computer: Proficient in Microsoft Word; Internet research; Windows Communications: Excellent writing abilities; trained in active listening Interpersonal: Work well in a group; can both take and give directions

AOHT Example Student Resume II

Melanie Jackson 723 Broadway, Apt. 2C Miami, Florida 12345 (123) 555-2345 [email protected]

OBJECTIVE Obtain an internship in event planning

EDUCATION Columbus Senior High, Miami, FL  Currently in eleventh grade; 3.24 GPA  Member of the Academy of Hospitality and Tourism. Coursework includes: o Principles of Hospitality and Tourism; Geography for Tourism; Sports, Entertainment, and Event Planning

WORK EXPERIENCE West Side Community Center, Miami, FL Swim Center Assistant, summer 2015‒present  Assist community center members with scheduling lessons and birthday parties  Work at main desk to sign members in and out of pool area  Keep snack area tidy and supervise children waiting for parents to pick them up

Babysitter, 2014‒present  Care for children ages 6 months‒10 years old  Help elementary-aged children with homework  Follow parents’ instructions with care  Favorite babysitter of all the families I babysit for

CERTIFICATES AND AWARDS  Childcare and Infant Care Certificate, West Side Community Center, Miami FL, 2015  Honor Roll for past two years  Event-planning project earned the most votes as most original and best organized, 2016

AOHT Example Student Resume III

Caroline Rosenberg Campus: Permanent: 184 University Blvd. #4 145 Country Club Dr. Pittsburgh, PA 45690 Pittsburgh, PA 45608 (609) 345-9976 (cell) (609) 346-8135 [email protected] [email protected]

Summary: More than two years of hospitality experience in various roles  Assistant back-office manager, The Ritz-Carlton, Cleveland: summers 2015, 2016  Cum laude graduate, BSBA  Proficient in MS Office, reservation systems, and the Internet

Education: Bachelor of Science in Business Administration, May 2016 University of Pennsylvania, Philadelphia, PA Graduated cum laude with a GPA of 3.3 on 4.0 scale Courses taken include: Introduction to Business Organizational Behavior Business, Society and Ethics Business Communication

Experience: The Ritz-Carlton, Cleveland, OH Desk Clerk and Assistant Back-Office Manager, 2015–2016  Started as desk clerk, promoted to head desk clerk (nights) by August 2015  Promoted to assistant back-office manager, June 2016  Developed online tracking system to automate guest checkout and delivered bills to rooms prior to 6 a.m. daily  Received Employee of the Month award both years

Assistant to the Manager, Food and Beverage Service: summers 2013, 2014  Assisted with scheduling  Developed automated monthly inventory report

Activities: Vice-President, Delta Delta Delta sorority: 2015 academic year Treasurer, Phi Beta Kappa honor society: 2014–2015 academic year

Student Resource 15.2 Assignment: Writing Your Resume

Student Name:______Date:______

Directions: Your assignment is to write a resume that you can use to apply for an entry-level job. Begin by finding the information below. Next, format your resume correctly by following steps below. Note that the order in which you choose to present your education and experience will depend upon which one you want to highlight; put the one you want the potential employer to notice first, first. Finally, compare your resume with the criteria at the end of this assignment, which are the same as the ones that your teacher will use to assess your resume.

 What classes have you taken that should be listed on your resume?  What project work have you completed that should be listed?  What skills have you acquired, such as writing, typing, speaking, presenting, and so on, that should be included?  What jobs, internships, or extracurricular activities can you include?  What volunteer positions, clubs, hobbies, or sports can you include?  Do you speak another language? If so, include that.  What special honors or awards have you received?

Step 1: Organization  Your name, mailing address, email address, and phone number should be listed at the top of the page.  Use an appropriate email address—something businesslike and easy to understand, not “[email protected].”  If you have a very specific objective for applying for a job, you can start your resume with an objective. It should state what position you are looking for. However, the trend is to leave objectives off of your resume, because you will only be considered if your skills and experience match the position that is open anyway.  List your education, specifically highlighting good grades and any courses that match up with your future goals.  Next, list your experience in chronological order, from most recent to least recent. List any paid experience first; then list volunteer experience, and finally any sports or activities.  Then list any honors or awards you have received, followed by any skills you have that would be useful on a job. For example, note any computer skills and languages other than English that you speak.  When you go for an interview, you will need to have a list of references available. References should be adults who know you well but are not related to you. Teachers, coaches, or people who know you from religious or volunteer activities can be good references. Any adult who has hired you for a job—even the neighbor who paid you to shovel snow off his driveway or the woman in your apartment building who had you babysit her kids—can be a good reference, too. You want people who can talk about why you would be a good employee, people who can tell a potential employer if you are hard-working, reliable, responsible, and so on.

Step 2: Format  An easy way to create a resume with good formatting is to use a Microsoft Word template that is designed for a resume. Your teacher can instruct you about where to find the template when you open Word on your computer. Save your resume on a flash drive or in a folder on your home computer. Add information to your resume every semester as you gain more experience and skills.  Keep the length to one page. Two- and three-page resumes are standard for experienced job- seekers, but high school student resumes should be short.  Make the resume easy to read and visually appealing. Use a resume template, and keep to the standard fonts, colors, and font sizes. Always use bullet points to highlight your accomplishments.  Check spelling and grammar. Keep in mind that some businesses will throw away your resume immediately if they notice a single typo or spelling mistake!  Type and proofread the final copy. Also ask someone you trust to proofread your resume. Ideally, the person will have some experience creating resumes and can not only check for spelling and grammar errors but also offer suggestions about how you present your accomplishments.  If you are printing your resume, use standard 8.5″ x 11″ white paper.  If you are submitting your resume electronically, save your Word file as a PDF. This ensures that the formatting doesn’t look different on someone else’s computer.

Step 3: Clarity  Use bullet points to highlight accomplishments.  Always include information that will highlight your skills and/or cause your resume to stand out from others.  Be sure to include only information pertinent to the job for which you are applying. You may have to tweak your resume as you apply for different jobs that require different skill sets.  Keep a detailed resume with all of your accomplishments on file as a resource when applying to other positions in the future.

Step 4: Language  Use action words to describe your accomplishments. (Consult the list of action words on the next page.) For example, instead of saying “Did tasks for reception desk manager,” say “Assisted reception desk manager with welcoming guests and completing reservations.” The word “did” doesn’t say much about you as a candidate, but the action word “assisted” shows that you are helpful, responsible, and able to follow directions. Action words say more about your abilities.  Avoid using “I” statements. In other words, don’t say, “I established a training program for new interns.” Instead, say, “Established (or created or developed) training program for new interns.”  Write out numbers one through nine; use numerals for 10 and up.  Abbreviations are inappropriate, except for states in addresses and academic degrees.  Never lie on your resume. It’s acceptable to exclude something that you don’t really want known, but don’t say that you have done something that you haven’t done. For example, you don’t need to tell a prospective employer that you failed algebra the first time you took it, but you shouldn’t claim that you got an A in calculus!

Resume Action Words Use this list of action words to help you describe your accomplishments. It’s important to be specific in your descriptions. For example, if you were the project manager for your group, instead of writing “Made a presentation about skin cancer,” write “Led a team that developed a self-running slideshow on skin cancer prevention techniques.” accomplished built completed created directed encouraged founded illustrated joined mapped offered passed produced recorded reported rewarded sold summarized trained viewed achieved carried out conducted delivered displayed facilitated gained improved launched measured organized performed promoted pursued represented saved solved supported traveled visited aided challenged constructed demonstrated distributed figured guided inspired led met overhauled planned proposed raised resolved selected spoke taught undertook won analyzed chaired contributed designed documented focused headed instructed maintained modeled oversaw prepared provided read responded served strengthened tested used worked assisted communicated coordinated developed drafted formed identified introduced managed narrated participated presented received reorganized revised shaped studied took valued wrote

Make sure your resume meets or exceeds the following assessment criteria:  The resume includes relevant experiences and education.  The resume presents information accurately.  The resume is an appropriate length.  The resume follows the appropriate format.  The resume is neat, legible, and presentable.

AOHT Principles of Hospitality and Tourism Lesson 16 Project Presentation and Course Closure

This lesson gives students an opportunity to consider what they’ve learned during the course. Most of the lesson provides time for students to present their culminating projects. After a brief discussion, students reflect in small groups about their class experience—about what they learned, what they produced, and how their ideas about hospitality and tourism may have changed during the course. Then, as a capstone to their projects, they write brief reflective pieces describing their thoughts. Advance Preparation  This lesson includes the final presentation of the students’ culminating projects. The presentation should be a major event with an invited audience. Book the date and time well in advance of the event, and make sure to notify students and other attendees as soon as possible so that you have time to handle potential scheduling conflicts. (See Teacher Resource 16.3, Guide: Planning for the Presentation, for the details of how to prepare for the event. The guide also includes ideas for involving your students in this authentic opportunity to practice event planning, which is an important part of the hospitality industry.)  Prior to Class Period 1, make sure you have an up-to-date video player such as Windows Media Player or Apple’s QuickTime Player to show the culminating project video. These players are included free with the system software and can also be downloaded for free. If you have difficulty installing the video player, contact your site administrator.  Make enough copies of Student Resource 16.1, Feedback Form: Project Presentation, for every student to complete for the other groups’ presentations and for every guest to have as well. This lesson is expected to take 6 class periods. Keep in mind that the number of class periods needed for this lesson will vary depending on how many groups of students need to present and whether the presentations are given outside of class time.

Lesson Framework Learning Objectives Each student will:  Demonstrate the ability to give a professional presentation  Evaluate personal experience and performance in the course  Summarize key learning across the whole subject of hospitality and tourism Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)  Describe career opportunities and means to attain those opportunities in each of the Hospitality & Tourism Career Pathways (Common Career Technical Core 2012, HT 6)  Describe career opportunities in the Recreation, Amusements & Attractions Career Pathway (Common Career Technical Core 2012, HT-REC 1)  Demonstrate leadership qualities and collaboration with others (Common Career Technical Core 2012, HT-RFB 4)  Describe career opportunities and qualifications in the restaurant and food service industry (Common Career Technical Core 2012, HT-RFB 9)  Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)  Customize travel with diverse transportation, lodging, cruise, and food options (Common Career Technical Core 2012, HT-TT 8)  Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10) Assessment

Assessment Product Means of Assessment

High school vacation package presentation Rubric: Group Presentation (Teacher Resource (culminating project) 16.1)

Prerequisites  Understanding of hospitality and tourism theories and trends  Familiarity with sectors of the hospitality and tourism industry  Ability to differentiate between different types of transportation, including air, water, and ground  Ability to explain differences between domestic and international travel

 Understanding of currency exchange and travel safety information  Understanding of economic and environmental impacts of tourism  Ability to create an itinerary and make other travel arrangements  Understanding of employment opportunities within the industry

Instructional Materials Teacher Resources  Teacher Resource 16.1, Rubric: Group Presentation  Teacher Resource 16.2, Example: Culminating Project Presentation (separate video file)  Teacher Resource 16.3, Guide: Planning for the Presentation Student Resources  Student Resource 16.1, Feedback Form: Project Presentation  Student Resource 16.2, Organizer: Planning Your Presentation Equipment and Supplies  Blackboard, whiteboard, or flip chart  Six sheets of chart paper, each labeled with the title of a unit in this course  Pads of sticky notes (one pad for every two students)  An up-to-date video player on a computer ready to show the culminating project example video

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Sticky Note Comments: What We Learned This activity will help students recognize how much they have learned in this course and will also provide the teacher with some informal feedback about the course. It focuses on the following college and career skill:

Step Min. Activity

 Developing awareness of one’s own abilities and performance Tell students to get out their notebook, review the table of contents page, and leaf through the pages, reminding themselves of what they did in each unit. Post sheets of chart paper around the room, each one labeled with the title of a unit the students completed (for example, Unit 3: Fundamentals of the Hospitality Industry, included lodging, food and beverage, and entertainment). Divide the class into pairs and give each pair a pad of sticky notes. Ask students to circulate through the room, looking at the titles of the different units. For each unit, or for about 10 minutes, students should write down one or more of the following on a sticky note:  Something I learned in this unit was….  In this unit, the best activity or assignment was….  I wish we’d had more time to do in this unit.  I really had a hard time with in this unit. When students have finished, ask them to return to their seats. Call on a few students and ask them which topic was their favorite and which one they liked the least. Explain that the sheets of chart paper will be used later in this lesson.

2 30 Culminating Project Work: Preparing for Final Presentations

Students take care of final details as they prepare to present their culminating projects. Before class, think about how you want to split up the groups for their presentations. You will need to divide the class in half and have each half present in one class period. After dividing the groups in half, consider in what order the groups should present. Ask students to move into their project group. Point out that they will begin giving their presentations during the next class period. Inform the groups when they will present— on which day and in what order. Distribute and review Teacher Resource 16.1, Rubric: Group Presentation. Explain to students that you will use this rubric to assess their presentations. Tell students that they are going to see the example project presentation video that they saw in Lesson 1. This time, they will evaluate the presentation by using the rubric. Show Teacher Resource 16.2, Example: Culminating Project Presentation (separate video file), to the class. Instruct students to confer with their group mates as they evaluate it against the rubric. Ask each group in turn to explain their evaluation for one of the criteria. Check in with the class: did they give the example the same rating? Have volunteers with a different opinion explain their reasoning. Use this time to clear up any confusion. Tell students that they will also receive feedback from their classmates and other audience members. Distribute Student Resource 16.1, Feedback Form: Project Presentation, and make sure that each student receives enough copies to complete one for every other group. Review the feedback form and answer any questions. Review Student Resource 16.2, Organizer: Planning Your Presentation, and answer any questions. Explain that the students will have the rest of this class period to use the organizer to help them prepare. Part of this preparation includes having the students

Step Min. Activity

write good speaking notes for their part in the presentation. Let students know that they will have another class period to work on preparing their notes. Then students will practice their presentations in preparation for the final presentation before an invited audience. (See Teacher Resource 16.3, Guide: Planning for the Presentation, for more information.)

CLASS PERIOD 2

3 50 Culminating Project Work: Planning the Presentation Students continue to work on preparing their notes for their presentation. Let students know that this is their last opportunity to prepare their presentation notes. Circulate through the classroom and check in with each group. Make sure groups stay on task and that students are creating note cards that will help them present their projects effectively. Students should have their posters on hand and should be practicing with it as their visual aid. When appropriate, students can point to it as they are speaking.

CLASS PERIOD 3

4 15 Culminating Project Work: Presentation Practice This activity provides students with an opportunity to do a dry run of their presentation. It will also allow them to determine whether the planning they did in the last class period is practical, and to make changes if necessary. Explain to the students that now that they have planned their presentation, they need to practice giving it. Tell them that they will have a limited amount of time to practice once by themselves before giving the presentation to some of their classmates and getting peer feedback. If time allows, consider asking the students to use their smartphones or cameras to film their first run-throughs of the presentation, and then have them view the footage to review and improve their performance. Remind the students to look at Teacher Resource 16.1, Rubric: Group Presentation, for an explanation of how they will be assessed, and to refer back to Student Resource 16.2, Organizer: Planning Your Presentation, to guide them through their practice run. Once all the groups have finished their first attempt at a practice presentation and/or viewed the footage of their run-through, ask for some quick feedback from each group:  How did the practice go?  Any new questions or problems they discovered?  Any good ideas they came up with for how to do this presentation more effectively? Tell the students that it can be very difficult to judge yourself when you are giving a presentation. To help with that, they will now have a chance to work with another group (or other groups) to get peer feedback. Remind students of the presentation schedule, making sure they know on which day

Step Min. Activity

and in which order each group will present.

5 35 Culminating Project Work: Peer Feedback on Presentations This activity will allow students to get feedback on their presentation from their peers and then make any final changes or adjustments. It also focuses on the following college and career skills:  Demonstrating teamwork and collaboration  Working effectively with a diversity of individuals and perspectives Assign two or three groups to work together, depending on the size of the groups and the number of students in each one. Distribute extra copies of Teacher Resource 16.1, Rubric: Group Presentation, and give one or two to each student depending on how many groups that student will be evaluating. One group should give their presentation while the other group(s) watch. The watching group(s) should use the rubric to identify strengths and weaknesses of the presentation. The watching students should also make an effort to write down any suggestions they have for improvement. Then the groups should switch, until every group has had a chance to give their presentation. When all groups are finished presenting, ask them to separate from their feedback partners and take the last few minutes of class to review the feedback as a group and make any last-minute changes. Remind students that the presentations will begin in the next class period (or at the appointed time outside of class) and encourage them to dress appropriately. Suggest that each group member practice his or her part at home. Tell students that the more they practice, the more confident they will feel when it comes time to present.

CLASS PERIOD 4

6 50 Culminating Project Work: Final Presentations The groups that you have scheduled for the first day now make their presentations. Students display their skills at speaking in front of an audience as they present their culminating projects. The rest of the class and guests should complete a feedback form for each presentation. At the end of the class period, allow a few minutes for the audience to gallery walk and view the vacation packages of the groups that presented. Collect the feedback forms for that day’s presentations. Organize the forms by group and review the forms for any inappropriate comments. Also make sure to collect the projects of the groups that have presented. Assess the projects using Teacher Resource 16.1, Rubric: Group Presentation. Return the projects to the students, but remember that examples of student work are needed for the beginning of the course. Consider asking students who did exceptional work if you can make a copy of some of their assignments to show future AOHT students.

Step Min. Activity

CLASS PERIOD 5

7 50 Culminating Project Work: Final Presentations (Continued) The groups you have scheduled for the second day now make their presentations. Students display their skills at speaking in front of an audience as they continue their final presentations. At the end of the class period, allow a few minutes for the audience to gallery walk and view the projects of the groups that presented. Collect the feedback forms for that day’s presentations. Organize the forms by group and review them for any inappropriate comments. Also make sure to collect the projects of the groups that have presented. Assess the projects using Teacher Resource 16.1 and return them to the students. Consider asking students who did exceptional work if you can keep their project or make a copy of some of their assignments to show future AOHT students.

CLASS PERIOD 6

8 15 Culminating Project Work: Reviewing Peer Feedback This activity provides students with an opportunity to review and discuss audience feedback in their project group. Ask students to gather in their project group one last time. Distribute the completed feedback forms to each group and give them time to review and discuss the comments from their peers. Ask each group to identify trends in the feedback and respond with:  One thing we did well  One thing we could change to make it better next time Ask students to submit one copy of their responses per group so you can assess them on a credit/no-credit basis. When the students have finished their discussion, ask them to return to their seats. In the next activity, they will take a few minutes to reflect on the course as a whole.

9 35 Notebook Reflection: At the End of the Course This activity provides a final opportunity for students to reflect on what they have learned. Ask students to write a brief response to each of the following prompts: 1. How has your understanding of hospitality and tourism changed during this course? 2. What is your overall evaluation of this course? Explain. Tell students to look at the comments on the chart paper from the beginning of the lesson to help them think about what to say. Take the last 5–10 minutes of class to allow students to share some of their comments. Make any final comments you wish to

Step Min. Activity

share with your students.

Extensions Content Enrichment  Ask students to organize their thoughts about the course once more. This time, however, ask them to comment specifically on which parts of the course they liked the most, which they thought were most difficult, which they wished they had more time to complete, and so on. Encourage them to create a list of ideas, recommendations, and improvements they would make if they had to teach the course the following semester, and to organize these suggestions into categories for presentation.

STEM Integration  Technology: If you have the technology to use apps in your classroom, you may want to instruct students to create their presentations using an app like Haiku Deck, Book Creator, or StoryKit.

Additional Cross-Curricular Ideas  All other subjects: Tell students to ask other teachers if an end-of-term summary and evaluation would be valuable in their courses. Students can write a letter to another teacher that makes the case for such an activity.

Teacher Resources

Resource Description

Teacher Resource 16.1 Rubric: Group Presentation

Teacher Resource 16.2 Example: Culminating Project Presentation (separate video file)

Teacher Resource 16.3 Guide: Planning for the Presentation

Teacher Resource 16.1 Rubric: Group Presentation

Student Names:______Date:______

Exemplary Solid Developing Needs Attention

Comprehension All content is accurate Most of the content is Content shows some Much of the of Subject and complete and accurate and shows flaws and omissions content is Matter communicates a mastery of the topic. and illustrates only inaccurate and thorough understanding partial knowledge of confusing, and

of the topic. the topic. communicates little understanding of the topic.

Evidence and All of the evidence and Most of the evidence At least one piece of Evidence and Examples examples (facts, and examples are evidence or one examples are not statistics, and real-life specific and relevant. example is relevant. relevant. experiences) are specific and relevant.

Delivery Presentation is at the Presentation is loud, Presentation is too soft Presentation is appropriate volume and clear, and at the or too loud and has confusing and

speed, without speech correct speed but has many speech errors. boring. errors. Presenters look some speech errors. Presenters seem relaxed and confident, Presenters are nervous with the establish eye contact, somewhat presentation and the and exude enthusiasm uncomfortable but content. about the content. seem mostly enthusiastic about the content.

Focus Presentation maintains Presentation maintains Presentation has some Presentation complete topic focus consistent topic focus lapses in topic focus. seriously lacks throughout. throughout. topic focus.

Presentation Presentation was Presentation was Presentation was Presentation was Preparedness completely prepared prepared but needed somewhat prepared, not at all ready to and well rehearsed. more rehearsal. but it is clear that there be presented. was no rehearsal.

Length Assignment is well Assignment is just Assignment is a bit Assignment is within the specified within the specified shorter or longer than way shorter or length. length. the specified length. longer than specified.

Exemplary Solid Developing Needs Attention

Group Work All of the group All of the group Most of the group Some members members participated members participated members participated, did not completely and completely, meeting all completing most of the participate, enthusiastically, of the requirements for requirements for the causing the group exceeding expectations the assignment tasks. assignment tasks. to miss some for the assignment requirements for tasks. the assignment tasks.

Additional Comments:

______

Teacher Resource 16.3 Guide: Planning for the Presentation

The students’ presentation of their project is the culmination of all the hard work they have put into this course. Therefore, it is important that the final presentation be staged as a special event, open to parents and invited guests. The event celebrates the students’ hard work and also reinforces to them that the work they have done is for a broader audience than just their teacher and classmates.

Step 1: Schedule It Properly Consider the number of groups that will be presenting and allow 10–15 minutes per group. The actual presentation should be 5–8 minutes long, but transition time is needed between the groups. Keep in mind that the number of class periods allowed for this lesson may need to be adjusted based on the number of groups you have. Once you know how much time you need to allow, decide whether the presentations will be done during school hours or outside of class time. Consider when your students and your invited guests are most likely to be available. It may be easier to attract parents, NAF academy advisory board members, tourism and community professionals, or local leaders to an evening event that will not take time out of their workday. If you do decide to hold the event outside of class time, make sure to notify the students as soon as possible so that you have time to handle the inevitable scheduling conflicts that will arise.

Step 2: Invite the Right People It is vital that this presentation be done for a broader audience than just you as their teacher and the rest of the class as their fellow students. Consider designing (or having your students design) an invitation or flyer that can be distributed to interested parties. Here are some of the people you may wish to invite:  School administrators, guidance counselors, other teachers, and school board members  Local civic leaders (especially if one of them worked with you on the launch document for the project)  NAF academy advisory board members  Local internship providers  Other local business leaders  Anyone who has assisted your class in any way, such as guest speakers  Local middle school guidance counselors (to help recruit future NAF students)  Parents, guardians, friends, and relatives of the students No matter who is invited, it is important to request that the audience watch all the presentations and not get up and leave as soon as their student is finished. Some of that potential problem can be addressed by requiring everyone to observe and provide feedback on all presentations. Ask all audience members to offer feedback using Student Resource 16.1, Feedback Form: Project Presentation. Emphasize the great help the audience can be to the students by providing them with a real-world perspective on their work.

Step 3: Make It Celebratory The students need to get the message that this is a big deal.

If possible, consider using a larger room, perhaps with a podium at one end for students who are presenting. Make sure to have tables or desks arranged so that the students can display their project artifacts for the audience. Advisory board members may be able to help out with a room—a meeting room in a hotel or a conference room in a business. Make sure they are aware what, if any, audiovisual needs you have and whether they can accommodate them. Make arrangements for refreshments to be available before or after the presentations. The PTA or parents’ group may be able to assist in this way, or discuss other options with your school administration. Advisory board members may also be able to help with this. Reinforce the significance of the event by emphasizing to the students that they dress nicely, in appropriate business attire.

Step 4: Arrange for Videotaping Make arrangements for someone to videotape the presentations. This can be both an entertaining and an informative tool for the students, who may use the recording to evaluate their own performance. It will also be helpful for future AOHT students to see what their predecessors have done, and it can be a useful recruiting tool.

Optional: Use This Opportunity to Practice Hosting an Event This project presentation is a natural opportunity to have students practice planning and hosting an event. However, this can be a time-consuming process, so you will need to judge whether you have sufficient class time to make this work. If time allows, remind students that event planning is a major part of the hospitality industry. Point out to students that this project presentation is a type of event. Ask them to brainstorm the types of things they would need to think about if they were planning this type of event professionally. Make a list on the board. Help students to think of all the details, including:  Layout of the room  Signage to help people find the event  Refreshments  Some type of program or schedule for the event There may be other considerations, such as parking, depending on your particular school and needs. Once this list is created, divide the class into groups and assign each group to one of these tasks (or allow students to sign up for preferred tasks). Make it clear that this is just to handle planning for the event but not to do all the work—in other words, the refreshments group does not have to bring in all the food, and the layout group does not have to set up all the chairs by themselves. They are responsible for coordinating that part of the event, but the entire class will pitch in as necessary. Give the groups time to work together to develop their plan. The layout group should draw up a plan for where people will sit, where groups will present, where refreshments will go, and so forth. The signage group should create the signs to help people find the event, the restrooms, and anything else they might need. The refreshments team should decide what to serve and determine how to serve it—and make a sign-up sheet if students will be bringing in the refreshments themselves. The program team should design a program that can be distributed to guests. Students should share their group’s work with the rest of the class. Allow a time for comments and constructive criticism; then implement these plans as much as possible. Allow students to make their own decisions about their event (within reason). Again, this is a good time to get students to participate with their advisory board. They can craft letters requesting donations (make sure they ask for specific items they need and that they ask in plenty of time).

They can also attend an advisory board meeting to let the members know what they are doing—to ask for donations, a room to use, or just for the board members to attend the presentations.

Student Resources

Resource Description

Student Resource 16.1 Feedback Form: Project Presentation

Student Resource 16.2 Organizer: Planning Your Presentation

Student Resource 16.1 Feedback Form: Project Presentation Directions: Use this form to record your feedback on each presentation.

Destination: Student Names: ______

If you were taking a high school vacation, would you choose this package? Why or why not?

If you were a travel agency in search of a group of people who could design extraordinary travel packages, would you hire this group? Why or why not?

List three things the group did well.

List three things you thought they could have done better.

Student Resource 16.2 Organizer: Planning Your Presentation

Student Names: Date:

Directions: Your presentation will give a brief overview of your entire high school vacation package, using the artifacts in your project as support. The presentation should be five to eight minutes long, and everyone in your group must participate. Use the chart below to figure out who is going to talk about which section. Make sure that your poster is ready to display during your presentation. It is your visual aid, and your audience will use it to visualize the different aspects of your vacation package.

Topic Who Will Talk About It

Example: Proposal introduction and lodging report AnaMaria

Proposal introduction and lodging report (Student Resource 6.5)

Special meal plan (based on Student Resource 7.3)

Finalized itinerary detailing the entire trip: transportation, lodging, activities, costs (Student Resources 8.2, 8.3, and 11.4)

Writing Presentation Notes Speakers make notes to themselves on index cards or a sheet of paper so that they remember everything that they want to say. These notes help them stay focused and can also keep them from feeling too nervous. Without them, they might find themselves saying their part in the wrong order, rambling on and boring the audience, or saying things they never meant to say. Presentation notes don’t include every word of your presentation; they are really a list of reminders. Use key words related to the points that you want to discuss further. If you list every word, your notes will end up being too difficult to follow—the exact opposite of what your notes are intended to do! When you write them, think about good details and interesting ways to express your information so that the audience is truly listening and enjoying your part. Here is an example of one student’s presentation notes. The project was on how to change what you eat in order to be healthy, and this student’s part was on drinks. - One can of Coke has the equivalent of six teaspoons of sugar in it - Rots your teeth; makes your blood sugar spike so you feel jittery and then tired when you crash - If you are overweight, it’s one of the main reasons - Instead, when you’re home drink: - Juice spritzers: describe how to make one - Tea, any kind. Even if you like it with sugar you will put only two teaspoons in. Explain antioxidants. - Skim or 1% milk for protein and calcium for bones. Drinking milk at our age helps prevent our bones from breaking when we’re grandparents. Describe osteoporosis. - Ice water with a little lemon Practice your presentation with a partner or in a mirror, using your presentation notes. When you practice, glance at your notes but mostly look at your audience. Smile, stand tall, but try to look relaxed (it might help you feel relaxed!), and speak slowly and clearly. People usually talk too quietly and quickly when they are in front of an audience. If you sound too slow and loud to yourself, you are probably speaking so that people can hear and understand you. You might also consider using your smartphone or camera to film a run-through of your part of the presentation. You can then view the footage to review and improve your performance. Good luck!