History of Marketing
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of the changes in methods and
the need for change over the course of history of America.
Specific Objectives
 Students will explain the origin of the Yankee Peddler
 Students will describe the origination of the general store
 Students will list the elements of a supermarket
 Students will compare and contrast shopping malls to colonial day specialization of merchants
This lesson should take three class days to complete; add at least two days for presentations.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
§ 127.13 Career Prep I
(c) Knowledge and skills.
(a) Identify employment opportunities;
§ 127.14 Career Prep II
(c) Knowledge and Skills
(a) Identify employment opportunities;
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(13) The student knows that private enterprise is based on independent decisions by businesses
and consumers. The student is expected to:
(B) discuss advantages and disadvantages of specialization.
(10) The student knows the importance of emerging trends and technologies in marketing. The
student is expected to:
(A) discuss trends affecting marketing;
(B) research emerging technologies in marketing; and
(C) select and use the tools of information technology in marketing.
Interdisciplinary Correlations
§110.47 Reading I, II, III
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(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(B) determine word meanings through the study of their relationships to other words and
concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends texts using effective strategies. The student is expected to:
(D) summarize texts by identifying main ideas and relevant details.
(7) The student reads with fluency and understanding in increasingly demanding and varied texts. The
student is expected to:
(A) Read silently or orally such as paired reading or literature circles for sustained periods
of time
§110.57 Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is
expected to:
(A) analyze the implications of the audience, occasion, topic, and purpose as a basis for
choosing proofs and appeals for speeches;
(6) Style. The student develops skills in using oral language in public speeches. The student is
expected to:
(D) use informal, standard, and technical language appropriately;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student
is expected to:
(E) interact with audiences appropriately
Tasks
 Students will discuss advantages and disadvantages of specialization.
 Students will
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Copy the handout sheets for the students
 Have materials ready to go prior to the start of the lesson
 Secure a computer lab if one is not readily accessible
Instructional Aids
 Student outline and handouts
 Student Activity sheets
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Materials Needed
 Butcher paper or poster board as an option for the “It’s About Time” activity
 Students can provide their own materials
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students to describe Colonial retail days. (They may not realize it but it was essentially
“specialization”.
 Ask students if they have ever heard of the Pony Express. Tell them it was the first example of
retail on horseback
 Tell students that Malls as they know them, have been in operation for approximately 50 years.
 Ask why it is necessary to see where we have been so we will know where we are headed in the
future?
Lesson Introduction
 Use multi-media presentation and explain the concepts from early days to modern day.
Outline
MI
Outline
I. General Store
A. Owned by Yankee Peddler
B. Needed in towns
C. Wide varieties
D. Information hub
II. Mail Order Catalog
A. Give information on the 1st
B. List who followed
C. Extinct
III. Limited Line Store
A. Similar to Pilgrims
B. Also called Specialty store
IV. Supermarket
A. Give information on the 1st
B. Mass display/self service
C. Wide assortment
D. Shopping carts
Instructor’s Notes
Notes are provided on the
multimedia presentation for
teacher extension.
Have the Student Notes
Outline ready to hand out at
the beginning of class. Have
students fill in the missing
blacks during your
presentation,
1. Do 1a “It’s About
Time” which involves
students making and
presenting their own
timeline.
2. Have the students
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complete the “Peer
Review” that goes
with this assignment.
V. Shopping Center
A. 1950s
B. Had anchor stores
C. Outside entrances
D. Neighborhoods
3. Do 1b “Then and
Now” Have student
complete both of
these assignments
which will take at
least 4 days total for
all activities, including
student
presentations.
VI. Department Store
A. Many limited line stores under same roof
B. Centralized Checkouts
C. Anchor stores
VII. Malls
A. Shopping & entertainment
B. Climate controlled
C. Made shopping recreational
4. Use the suggested
rubrics for grading.
VIII. Discount Stores
A. Low prices
B. Open vs. closed
IX. Hypermarches
A. European :giant store
B. Sells everything
X. Kiosk
A. German: little store
B. Cart vendors at malls
i. Club Warehouses
ii. New Developments
C. Cybershopping
iii. Internet
iv. Revolutionized the way people shop
D. Smart phone shopping
v. Apps
vi. QR readers
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will show the multi-media presentation and explain the changes made in Marketing since
the Colonial days. Point out that change was inevitable as needs became greater. This should be a
reference tool for the writing assignment in this unit.
Independent Practice
Students will complete two guided assignments.
Summary
Review
 What changes have taken place in marketing methods over the years?
 How has Marketing become more complex?
 Which decade to you feel has experienced the biggest change? Why
Application
Informal Assessment
 Daily work on assignments to monitor progress.
Formal Assessment
 Rubrics will be used to assess both activities.
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History of Marketing
I. General Store
A. Roads were created by repeated travel by __________ and _____________
B. Towns were located near a __________ ____________ such as a _________ or a
_____________
C. Often operated by a _______________ _______________ who also settled in the town
D. Served the town as a “_____” of necessity
E. Carried a wide _________________ of merchandise, but did not have a large _____________
in stock
F. Bartered or accepted _______
II. Mail Order Catalog
A. Served as an ________________ of the ____________ ____________
B. The term, ___________ _________ was coined because children would make lists of items
they wished for from Santa Claus
III. Limited Lines Stores
A. Reminiscent of Pilgrim days (_____________________)
B. Merchants sold _____ type of goods (dressmakers, haberdashers, butcher, etc.
C. Limited ____________, but wide ___________________within a small mix
IV. Supermarket
A. Promoted ________ ____________ and ________ ______________
B. Offered a wide assortment of ____________________
C. Also had shopping ________
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V. Shopping Centers
A. First developed in ________
B. Introduced “____________” store concept
C. _____________ entrances to stores; _____________ parking lot
D. Located in _____________________ areas
VI. Department Stores
A. Many ________________ ______________ ________ under one roof
B. ___________________ check out locations
C. Served as “___________” stores to attract other merchants
VII. Malls
A. ________________ and ____________________under same roof
B. ________________ controlled
C. Evolved _______________ into a _____________________ activity
D. Average size is under ______________ sq. ft.
E. Regional Mall is _______________ to _________________ sq. ft.
F. Super Regional Malls are over ________________ sq. ft.
G. 1986-2004: West Edmonton Mall (Canada) was _____________ in the world
1. Since then, ____ malls have surpassed that size
2. Mall of __________ in __________ is 929,000 sq. ft.
3. Mall of _______________ is the largest in the U.S. and is located in
_______________________, MN
VIII. Discount Stores
A. Open (___________ can shop)
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B. Closed ( must have a _________________)
C. Offers low ________ because they often have their own warehouses
D. Kiosks
1. German word for “_________ _________”
2. Often seen in malls ( ________ vendors)
E. Hypermarches
1. European term: “________” store
2. Sells everything: ________, __________________, __________________ and _______
F. Club Warehouses
1. Charge _________________ fees
2. _______ purchases
IX. New Developments
A. Cybershopping as a result of the Internet shopping explosion
1. _________ ______________ consists of large in store sales the Friday after Thanksgiving
2. _________ ______________ consists of large online sales on the Monday after
Thanksgiving
3. Shopping Apps
B. Smart phone shopping
1. ___________ used when in stores to save money.
2. Charity: allows donations via smart phone
3. Social Media: companies offer discounts for followers
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History of Marketing Answer Key
I. General Store
A. Roads were created by repeated travel by wagon and horse
B. Towns were located near a water source such as a river or a lake
C. Often operated by a Yankee Peddler who also settled in the town
D. Served the town as a “hub” of necessity
E. Carried a wide assortment of merchandise, but did not have a large variety in stock
F. Bartered or accepted cash
II. Mail Order Catalog
A. Served as an extension of the general store
B. The term, “Wish Book” was coined because children would make lists of items they wished for
from Santa Claus
III. Limited Lines Stores
A. Reminiscent of Pilgrim days (specialization)
B. Merchants sold one type of goods (dressmakers, haberdashers, butcher, etc.
C. Limited variety but wide assortment within a small mix
IV. Supermarket
A. Promoted mass display and self-service
B. Offered a wide assortment of merchandise
C. Also had shopping carts
V. Shopping Centers
A. First developed in 1950’s
B. Introduced “anchor” store concept
C. Outside entrances to stores; large parking lot
D. Located in suburban areas
VI. Department Stores
A. Many limited line stores under one roof
B. Centralized checkout locations
C. Served as “anchors” stores to attract other merchants
VII. Malls
A. Shopping and entertainment under same roof
B. Climate controlled
C. Evolved shopping into a recreational activity
D. Average size is under 400,000 sq. ft.
E. Regional Mall is 400,000 to 800,000 sq. ft.
F. Super Regional Malls are over 800,000 sq. ft.
G. 1986-2004: West Edmonton Mall (Canada) was largest in the world
1. Since then, 3 malls have surpassed that size
2. Mall of Arabic in Dubai is 929,000 sq. ft.
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3. Mall of America is the largest in the U.S. and is located in Minneapolis, MN
VIII. Discount Stores
A. Open (anyone can shop)
B. Closed ( must have a membership)
C. Offers low prices because they often have their own warehouses
IX. Kiosks
A. German word for “little store”
B. Often seen in malls ( cart vendors)
X. Hypermarches
A. European term: “Giant” store
B. Sells everything: food, housewares, furniture and cars
XI. Club Warehouses
A. Charge membership fees
B. Bulk purchases
XII. New Developments
A. Cybershopping as a result of the Internet shopping explosion
1. Black Friday consists of large in store sales the Friday after Thanksgiving
2. Cyber Monday consists of large online sales on the Monday after Thanksgiving
3. Shopping Apps
B. Smart phone shopping
1. Coupons: used when in stores to save money.
2. Charity: allows donations via smart phone which are added to the cell phone bill in the
form of an extra charge
3. Social Media: “Liking” on Facebook: once an individual “likes” a page, then he/she receives
that company’s feed which includes special offers. Following on Twitter: works in a similar
way to “liking” on Facebook.
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“It’s About Time”
OBJECTIVE: Students will organize and develop a personal timeline. The purpose of this activity is to
classify and explain key events in their lives.
PROCEDURE: You are to design a personal timeline that includes the following information:
5 Historic events
7 Marketing events
10 Personal milestones in your life
MATERIALS NEEDED: Poster boards or butcher paper, string or yarn, rope, pictures, computer, printer
and paper.
Be as creative as possible! Use pictures to make your timeline more appealing! No markers or
handwritten information may be used. Everything must be typed, cut and pasted. The string, yarn or
rope should be used to make the actual timeline and should be adhered to the poster board or butcher
paper.
TIME ALLOTTED:
Be ready to share your timeline with the rest of the class.
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Individual Presentation Rubric
Criteria
Organization
Content
Knowledge
Points
0-5
6-10
11-15
16-20
Audience cannot
understand
presentation
because there is
no sequence of
information
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Audience has
difficulty following
presentation
because student
jumps around
Student presents
information in
logical sequence
which audience
can follow.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student occasional
used visuals that
rarely support text
and presentation.
Student is at ease
with content, but
fails to elaborate.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Student used
visuals to
reinforce screen
text and
presentation.
Visuals
Student used no
visuals.
Mechanics
Student's
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Delivery
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
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“Then and Now”
OBJECTIVE: Students will conduct research and will investigate similarities and differences between
selected forms of marketing by comparing past and present concepts.
PROCEDURE: You are to research one or two forms of marketing from the past. Compare and contrast
your choice(s) with one or two current forms of marketing. Answer these questions in your response:



How would you rate your selections?
What are your opinions of the two marketing methods you selected?
How would you compare the day to day activities of the past form of marketing to that of the
current form?
Summarize your findings in a 450 – 500 word typed essay.
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Research Report Rubric
Research Report Title:___________________________________
Criteria
4
3
Points
2
1
Student(s) properly
generate questions
and or problems
around a topic.
Student(s) generate
questions and or
problems.
Student(s) require
prompts to generate
questions and or
problems.
Conclusions
Reached
Numerous detailed
conclusions are
reached from the
evidence offered.
Several detailed
conclusions are
reached from the
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
A conclusion is
made from the
evidence offered.
____
Information
Gathering
Information is
gathered from
multiple electronic
and non-electronic
sources and cited
properly.
Information is
gathered from
multiple electronic
and non-electronic
sources.
Information is
gathered from limited
electronic and nonelectronic sources.
Information is
gathered from nonelectronic or
electronic sources
only.
____
Summary
Paragraph
Well organized,
demonstrates
logical sequencing
and sentence
structure.
Well organized, but
demonstrates illogical
sequencing or
sentence structure.
Well organized, but
demonstrates illogical
sequencing and
sentence structure.
Weakly organized.
____
Punctuation,
Capitalization, &
Spelling
Punctuation and
capitalization are
correct.
There is one error in
punctuation and/or
capitalization.
There are two or three
errors in punctuation
and/or capitalization.
There are four or
more errors in
punctuation and/or
capitalization.
____
Introduction/
Topic
Questions or
problems are
teacher generated.
Total---->
____
____
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