21st Century Instructional Guide for Career Technical Education
Hospitality and Tourism Marketing Course
Business and Marketing Cluster
Hospitality and Tourism Marketing Concentration
Title:
Hospitality and Tourism Marketing (WVEIS 0437)
Standard Number:
ME.S.HTM.1
Essential
Questions:
Travel and Tourism Industry
Students will categorize the segments within the travel and tourism industry.
What are the segments of the travel and tourism industry?
How are the segments of the travel and tourism industry interconnected?
Name several ways that the student organization, DECA, can enhance the curriculum and
impact your career goals.
Students will
Learning Plan & Notes to Instructor:
recognize the travel and tourism industry.
Teacher should remain current on daily events
surrounding the travel and tourism industry. Read
newspapers, magazines, and use the Travel
Channel as a resource to record episodes that
will bring the world into your classroom. Also, as
a bell ringer, use a sample 100 question
Hospitality Services or Travel and Tourism test
from DECA Images and have students answer
five questions each day, which can lead to a
short discussion when checked.
Objectives:
ME.O.HTM.1.1
The textbooks associated with this course are
filled with activities and case studies within each
chapter that will provide students with a vast
array of enrichment projects, and they should be
a vital component of your curriculum. Also,
welcome guest speakers to share their
professional expertise.
1
Navigate and explore the website for the West
Virginia Division of Tourism for a vast array of
information. Order a free copy of the West
Virginia Travel Guide to use as a reference.
At any time throughout the course, teachers
should incorporate the DECA role play scenarios
for Hospitality Services and Travel and Tourism
into the curriculum. This is an excellent way to
provide students with the co-curricular
component of introducing them to DECA.
Throughout this instructional guide, teachers will
be informed that guided notes, enrichment
projects, and PowerPoint presentations are
available to obtain and use within their lesson
plans to enhance the curriculum. The material will
be label as Supplemental Material. Please email
ksallada@kcs.kana.k12.wv.us to obtain the
packet.
ME.O.HTM.1.2
provide the characteristics of a tourist.
ME.O.HTM.1.3
subdivide the segments of the travel and
tourism industry.
Use a graphic organizer to have students define
travel and tourism. In addition, the students will
continue to use this instructional strategy as the
lesson continues to subdivide the segments of
the travel and tourism industry, including the
hospitality industry.
Have students write about a recent vacation, or
other activity in which they were a tourist. This
activity will allow them to draw out the
characteristics of a tourist.
Continue using the graphic organizer.
Supplemental Material: use the Travel and
Tourism PowerPoint to help students develop a
clearer understanding of the industry.
2
ME.O.HTM.1.4
ME.O.HTM.1.5
ME.O.HTM.1.6
Standard Number:
ME.S.HTM.2
Essential
Questions:
Objectives:
ME.O.HTM.2.1
ME.O.HTM.2.2
relate the segments of the hospitality industry
to the travel and tourism industry.
Continue using the graphic organizer.
Supplement with the Travel and Tourism
PowerPoint.
illustrate the interdependence of the segments Using the graphic organizer arrange students into
of the travel and tourism industry.
groups of four and have them do the Think-PairShare Instructional Strategy in which they will
create a flow chart on a piece of poster board that
conveys how the segments of the travel and
tourism industry are dependent upon each other.
Each group will report.
contrast the business and leisure traveler.
Use a Venn diagram graphic organizer.
Economic Impact of the Travel and Tourism Industry
Students will recognize how tourism impacts the economy.
What is the economic impact of the travel and tourism industry in West Virginia and the United
States?
What segments of the travel and tourism industry in West Virginia will be impacted by a weakening
economy?
How does the increasing price of gasoline and food create a domino effect within the travel and
tourism industry?
Students will
Learning Plan & Notes to Instructor:
predict the economic impact in relation to the
The teacher should access the West Virginia
travel and tourism industry.
Division of Tourism website to create guided
notes on the definition of economic impact that
reflect the current dollar value, employment
opportunities, etc. that tourism creates in West
Virginia. Information can be found under the tab
labeled industry information.
examine how tourism financially impacts the
Project: students will work in groups of two and
economy on the state and national level.
use guided notes, the WV Department of Tourism
website, and county Chamber of Commerce
websites to create a PowerPoint or other visual
enhancement that will showcase the economic
impact that tourism has on their assigned
segment. For example, whitewater rafting, skiing,
golf, state parks, etc.
3
ME.O.HTM.2.3
ME.O.HTM.2.4
research the economic impact of travel and
tourism in West Virginia.
breakdown the ripple effect of a weakening
economy on the tourism industry.
Students will have the opportunity to research as
they prepare the project.
Students should include how a weakening
economy could negatively impact their
assignment segment.
Using Walt Disney World, Disneyland, New York
City, etc. students can include from their research
how theme parks and sightseeing economically
impact the international traveler.
ME.O.HTM.2.5
appraise the impact of international travel on
the economy in the United States.
Standard Number:
ME.S.HTM.3
Essential
Questions:
Fundamentals of Marketing
Students will determine how marketing affects the travel and tourism industry.
What impact does marketing have on the travel and tourism industry?
Why is it important to identify the target market within the segments of the travel and tourism
industry?
How do the marketing functions directly affect segments of the travel and tourism industry?
How is the marketing mix identified within the segments of the travel and tourism industry?
Students will
Learning Plan & Notes to Instructor:
characterize marketing.
Group activity: Divide students into groups of two
and assign each group one of the seven
functions of marketing. Each group should
prepare a multimedia presentation using
PowerPoint that they will present to their
classmates. The students’ presentations should
relate to how the function directly affects a
business within the travel and tourism industry.
Students viewing the presentations should create
a chart and make guided notes as the
presentations are made.
draw a chart of the marketing functions.
As student presentations are made from the
above activity, student observers should use
some form of a graphic organizer to prepare a
chart and guided notes on the functions of
marketing.
Supplemental Material: The graphic organizer is
recognize the elements of the marketing mix.
a great instructional strategy to use during a
lecture to enhance student learning.
Objectives:
ME.O.HTM.3.1
ME.O.HTM.3.2
ME.O.HTM.3.3
4
ME.O.HTM.3.4
ME.O.HTM.3.5
ME.O.HTM.3.6
Standard Number:
ME.S.HTM.4
Essential
Questions:
Objectives:
ME.O.HTM.4.1
ME.O.HTM.4.2
ME.O.HTM.4.3
ME.O.HTM.4.4
determine the importance of the marketing
concept in relation to the travel and tourism
industry.
illustrate the concept of a target market.
Provide students with different samples of travel
and tourism businesses and have them identify
the target market.
relate market segmentation to the target
Market segmentation includes: demographics,
market in the travel and tourism industry.
geographics, and psychographics. Have students
expand upon identifying the target market to
include market segmentation.
Customer Service and Employees in the Travel and Tourism Industry
Students will recognize the importance of customer service in the travel and tourism industry.
What are the positive and negative effects of customer service within the lodging industry?
How can customer service impact the travel and tourism industry?
What are some successful strategies used by segments of the travel and tourism industry to
encourage repeat business?
What are the advantages and disadvantages of using the concept of empowerment?
Students will
Learning Plan & Notes to Instructor:
demonstrate the importance of customer
Order the LAP (Learning Activity Packet) from
service.
MarkEd on Customer Service. Bell ringer: have
students differentiate between service and
customer service.
show the importance of customer satisfaction
Guide students through a brainstorming session
in the travel and tourism industry.
in which they discuss positive and negative
encounters they have experienced within the
travel and tourism industry. Students could blog
their personal experiences of receiving positive
and negative customer service.
determine ways in which segments of the
Teacher should use a guided brainstorming
travel and tourism industry can increase
session in which students compile strategies that
customer satisfaction.
companies can employ to enhance customer
satisfaction.
report the importance of employee selection,
Use guided notes to help students identify
orientation, training, and incentive programs.
employee compensation packages, in addition to
the hiring process.
5
ME.O.HTM.4.5
Standard Number:
ME.S.HTM.5
Essential
Questions:
Objectives:
ME.O.HTM.5.1
ME.O.HTM.5.2
assess the concept of empowering employees. Google the term empowerment, and present
students with a topic that can be debated. First,
have students define what they think it means to
empower employees. Next, give them the
definition using examples. Have students write
the advantages and disadvantages of
management using the strategy of giving
employees the option of making decisions.
The Lodging Industry
Students will describe the segments of the lodging industry.
What characteristics are identified within the different segments of the lodging industry?
How does cultural diversity impact the lodging industry in West Virginia, and how does that impact
differ from other states which have a higher percentage of minorities?
What impact has technology had on the lodging industry?
Students will
Learning Plan & Notes to Instructor:
compare the segments of the lodging industry: Supplemental Resources: Guided notes and
motels, hotels, conference centers, bed and
K-W-L Graphic Organizer: Make a graphic
breakfasts, resorts, etc.
organizer that lists motel, hotel, conference
center, bed and breakfast, and resort and have
students write what they know that differentiates
each one. Continue to complete the graphic
organizer.
outline the job descriptions and careers
As a chapter activity with the information provided
associated with front and back of-the-house
in the textbook, you can help students develop an
operations.
understanding as to the different job descriptions
associated with front and back of-the-house
operations. Go more in-depth as students
research different careers found under the CSO
for career opportunities in the travel and tourism
industry.
6
ME.O.HTM.5.3
predict the impact of E-commerce on the
lodging industry.
ME.O.HTM.5.4
assess types of events, attractions, and
amenities in the lodging industry.
ME.O.HTM.5.5
develop a brochure for a segment in the
lodging industry.
Scenario: Have students imagine working in the
hotel industry before there was the Internet.
Demonstrate on the board how a person would
have planned a vacation. Include how the hotel
accepted reservations, and examples of how they
promoted their business, etc. Compare the preInternet list to a post-Internet list.
This activity will be combined with the CSO
where the student will design a brochure for a
segment of the lodging industry in West Virginia.
Have students use the Internet, if possible, to
research a hotel, resort, state park, etc, and
gather information they will include in the
brochure. If you do not have access to a
computer, have the students write a business
letter requesting information from a lodging
establishment or Chamber of Commerce.
Divide students into groups of two. Using
Microsoft Publisher, the students will design a trifold brochure advertising their lodging selection.
Students should use the information they
obtained from their Internet search on the events,
attractions, and amenities. Working as a team of
two, have one student design one side, which
includes the front cover, and have the other
student design the inside of the brochure.
Teacher discretion to have students be consistent
and design a brochure for a lodging facility in
West Virginia, or allow them to select any
establishment in the United States. If one student
did Snowshoe Resort, then another group could
do a competitor from another state.
7
ME.O.HTM.5.6
examine the importance of customer service in
the lodging industry.
ME.O.HTM.5.7
determine how cultural diversity affects the
lodging industry.
ME.O.HTM.5.8
research the educational requirements for a
career in the lodging industry.
ME.O.HTM.5.9
recognize the types of employee
compensation packages and recognition
programs.
The Food and Beverage Industry
Students will explain the segments of the food and beverage industry.
How does a menu create a restaurant’s ambiance?
What are the factors that contribute to restaurant pricing?
What impact has technology had on the food and beverage industry?
Students will
Learning Plan & Notes to Instructor:
compare types of restaurants.
A great resource tool can be found at website for
the National Restaurant Association. The website
is filled with the latest information and trends
associated with the restaurant industry.
K-W-L Graphic Organizer: Make a graphic
organizer that lists motel, hotel, conference
center, bed and breakfast, and resort. Students
will write what they know that differentiates each
one. Continue to complete the graphic organizer.
Supplemental Material: Guided notes.
Standard Number:
ME.S.HTM.6
Essential
Questions:
Objectives:
ME.O.HTM.6.1
Since this topic was already discussed
previously, it is important to emphasize the
positive and negative effect customer service can
have on the lodging industry.
Since this is also a CSO for the food and
beverage industry, it is the perfect opportunity to
complete this CSO after both units have been
taught. Have each student research the term
global economy and tie it in with global
competition. Students should also understand
how cultural diversity can affect the workplace.
For the CSO Career Opportunities in the Travel
and Tourism Industry, students will research
educational requirements and the career
opportunities associated with the hotel industry.
Teacher should use guided notes to help
students identify types of compensation
packages and employee recognition incentives.
8
ME.O.HTM.6.2
develop a menu.
ME.O.HTM.6.3
examine the importance of customer service in
the food and beverage industry.
ME.O.HTM.6.4
analyze the strategies involved in the pricing of
food.
ME.O.HTM.6.5
point out how cultural diversity affects the food
and beverage industry.
ME.O.HTM.6.6
outline the job descriptions and careers
associated with front and back of-the-house
operations.
ME.O.HTM.6.7
research the educational requirements for a
career in the food and beverage industry.
Supplemental Material: enrichment activity:
students will design a restaurant which will
include a menu.
Since this topic was already discussed
previously, it is important to emphasize the
positive and negative effect customer service can
have on the food and beverage industry.
Guided notes which details pricing strategies.
Students will apply the strategies when they
design a menu and have to set prices.
Since this is also a CSO for lodging industry, it is
the perfect opportunity to complete this CSO after
both units have been taught. Have each student
research the term global economy and tie it in
with global competition. Students should also
understand how cultural diversity can affect the
workplace.
As a chapter activity with the information provided
in the textbook, help students develop an
understanding as to the different job descriptions
associated with front and back of-the-house
operations. Go more in-depth as students
research different careers found under the CSO
for career opportunities in the travel and tourism
industry. Access information from the website for
the national Restaurant Association which can
provide students with valuable information on
careers within the industry.
For the CSO Career Opportunities in the Travel
and Tourism Industry, students will research
educational requirements and the career
opportunities associated with the restaurant
industry.
9
ME.O.HTM.6.8
Standard Number:
ME.S.HTM.7
Essential
Questions:
Objectives:
ME.O.HTM.7.1
Order the Gaining that Edge During Business
Meals DVD from At Ease, Inc. Plan a luncheon at
a restaurant or at school using the skills relating
to table manners. Provide students with samples
of folded napkins used in table settings and have
them practice folding different styles. Invite an
individual from the travel and tourism industry to
highlight the importance of etiquette in the
professional business world. Emphasize table
manners in a business setting, such as an
interview. Use the Internet as a resource tool to
locate supplemental material.
Other Major Segments of the Travel and Tourism Industry
Students will discuss other segments of travel and tourism industry.
How does the cruise line industry economically impact the economy of the United States?
How does demographic, geographic, and psychographic segmentation relate to the cruise line
industry?
What marketing strategies will the airline industry need to employ in order to maintain profitability?
What are some of the ethical complexities surrounding the gambling industry?
Students will
Learning Plan & Notes to Instructor:
analyze the important factors in cruise
It will be difficult to find a textbook that addresses
research and selection.
the cruise line industry. There is an excellent
website called Cruise Lines International
Association that will provide students with
valuable information as well as interactive tours
of cruise ships. Students will complete an
enrichment project in which they will have the
opportunity to research a particular cruise line.
Encourage students to explore the website. Use
an interactive whiteboard to highlight important
areas, interactive tours, and itineraries.
determine the importance of etiquette on the
personal and professional level.
Invite a travel agent as a guest speaker. Use the
Travel Channel and the website as a resource
tool. (Record a segment on a cruise ship).
10
ME.O.HTM.7.2
ME.O.HTM.7.3
ME.O.HTM.7.4
Supplemental Material: You will find guided
notes and a lesson plan for an enrichment
project. Divide students into groups of two and
have them assume the role of travel agents who
are designing a cruise for their clients. The
project requires students to prepare a folder for
the client that outlines important information,
including an itinerary for the trip. Also, as an
added enrichment activity, students can prepare
a commercial for the cruise line using the
software, Movie Maker. Upon completing the
project, each group will present the itinerary and
commercial to their classmates (clients). Students
will use the Internet to research the price, quality
level, and niche of a cruise line: Carnival,
Norwegian, Freedom of the Seas, Princess,
Royal Caribbean, and Disney, etc.
analyze the important factors in airline
Invite a guest speaker from the local airport or
research and selection.
Homeland Security. Order a DVD on American
Airlines from MSNBC.
develop an itinerary for a theme park vacation. Supplemental Material: Individual student
project. Students will conduct research on the
cost of a one-week vacation for a family of four
staying at a theme park resort. Student should
plan a day-by-day itinerary, including lodging,
transportation, and an estimated budget of food.
Optional activity: have students prepare a
PowerPoint in which they will present the itinerary
to their classmates.
determine opportunities in the gaming industry. Have students research the advantages and
disadvantages of the gaming/gambling industry.
Guided discussion should include the recent
expansion of table games at the Mardi Gras
Racetrack and Gaming Center and at the
Wheeling Island Hotel Casino Racetrack.
Students can also explore career opportunities.
11
Standard Number:
ME.S.HTM.8
Essential
Questions:
Objectives:
ME.O.HTM.8.1
ME.O.HTM.8.2
ME.O.HTM.8.3
Promotion
Students will design a promotional folder for a travel and tourism business in West Virginia.
What is the role of promotion in creating awareness for the travel and tourism industry in West
Virginia?
Students will
Learning Plan & Notes to Instructor:
examine the four elements of promotion:
Use a graphic organizer that charts the four
advertising, publicity, sales promotion, and
elements of promotion. Use a segment, such as a
personal selling.
local restaurant, hotel, state park, or ski resort to
identify components for each element. This unit
will have a culminating activity in which the
students will create a promotion campaign.
Supplemental Material: descriptive outline of
step by step directions for students explaining the
directions for the promotional campaign.
research components of the promotional mix
Enrichment project: Have each student select a
and its relationship to the promotional plan.
travel and tourism related business. For example,
Snowshoe Resort. The student should select at
least two examples they would use from each of
the elements of promotion: advertising, publicity,
sales promotion, and personal selling to promote
the business. In addition, students need to outline
their promotional plan from their promotional mix
list and present to classmates.
compare the advantages and disadvantages of Supplemental Material: guided notes.
advertising media.
12
ME.O.HTM.8.4
develop sales promotion strategies.
ME.O.HTM.8.5
recognize publicity and its role in creating a
positive or negative pubic image within the
travel and tourism industry.
develop a promotional plan for a business
within the travel and tourism industry.
ME.O.HTM.8.6
ME.O.HTM.8.7
ME.O.HTM.8.8
Standard Number:
ME.S.HTM.9
develop a promotional folder for a travel and
tourism business, event, or attraction in West
Virginia.
outline the process for planning an event.
Scenario: Divide the students into groups of two.
Each group will assume the role of marketing
consultants for a travel and tourism business in
West Virginia. Their goal is to create a
promotional campaign, such as a weekend
package, which will include three promotional
strategies that will reach their target market. One
team member should design a newspaper
advertisement that emphasizes the strategies,
and the other team member should create a
piece of direct mail that would be mailed to
previous guests.
Use current news events that provide positive or
negative publicity on businesses within the travel
and tourism industry.
This can be a brief or detailed project. The brief
version: each student will select a travel and
tourism business and prepare a promotional plan
that would identify how he or she would promote
the business using the four elements:
advertising, publicity, sales promotion, and
personal selling. Detailed project: DECA
Advertising Campaign or DECA Hospitality and
Recreation Marketing Research Event.
This CSO will be the culminating assessment.
Teacher should guide the students through the
process of planning an event. Enrichment project
could include students actually planning an event,
such as a Senior Luau.
Career Opportunities in the Travel and Tourism Industry
Students will research a variety of career opportunities within the travel and tourism industry.
13
Essential
Questions:
Objectives:
ME.O.HTM.9.1
ME.O.HTM.9.2
ME.O.HTM.9.3
What are the essential qualities and skills needed for individuals seeking a career in the travel and
tourism industry?
Why is it important to have experience and education to enhance your career goals?
Students will
Learning Plan & Notes to Instructor:
research career opportunities available in the
The textbook you select will have a chapter
travel and tourism industry.
devoted to career opportunities in the travel and
tourism industry and will be an excellent resource
for students to understand the different career
paths. Other resources include: Internet research,
industry guest speakers, interest/aptitude
surveys, field trips, Occupational Outlook
Handbook, and Hospitality and Tourism career
books.
research the education and training
Obtain college catalogs, industry guest speakers.
requirements for a career in the travel and
tourism industry.
compare community college, two-year and
Compile a list of vocational schools, community,
four-year programs.
and two-year and four year colleges and
universities in West Virginia that offer degrees
associated with the travel and tourism industry.
Also, include colleges and universities in other
states, such as Culinary Institute of America,
Johnson and Wales, Virginia Tech, etc. Assign
each student a school. Students should use the
Internet to access the school’s website and
compile information in relation to tuition, program
of studies, including coursework. Have students
create a PowerPoint that showcases their
assigned school and that will provide his or her
classmates with an informative presentation.
While viewing the presentations, the classmates
should use a graphic organizer that permits the
students to list important highlights, especially
noting tuition.
14
ME.O.HTM.9.4
recognize the skills necessary for employment
in travel and tourism occupations.
Standard Number:
ME.S.HTM.10
Essential
Questions:
Participating in a Local Student Organization
Students will participate in a local student organization.
How does the current economic state of the economy affect your career goals, educational
opportunities, and employment opportunities?
Is an individual born with the characteristics of a leader or is it a skill that can be enhanced?
What are the qualities of a leader?
How can the student organization, DECA, significantly impact your leadership skills and
opportunities?
Students will:
Learning Plan & Notes to Instructor:
assess the purposes and goals of a local
Teacher should expose students to the student
student organization.
organization, DECA.
discover the benefits and responsibilities of
Students should have an opportunity to attend
participation in a local student organization as
DECA Fall Conference in October, NARCON in
an adult.
November, State Conference in March,
educational field trips to New York City and Walt
Disney World in December, and National
Conference in April.
demonstrate leadership skills through
Teacher should serve as the DECA advisor and
participation in local student organization
allow students the opportunity to participate in the
activities such as meetings, programs, and
student organization, DECA, in order to enhance
projects.
their leadership skills, and educational
opportunities.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
21C.O.9Student recognizes information The student should
Students will display
12.1.LS1
needed for problem solving,
participate in projectappropriate
can efficiently browse, search
based learning activities to leadership,
and navigate online to access
achieve the standard.
communication, and
relevant information, evaluates Project-based learning
interpersonal
information based on credibility, can include:
traits/behaviors in
Objectives:
ME.O.HTM.10.1
ME.O.HTM.10.2
ME.O.HTM.10.3
21st Century Skills
Information and
Communication
Skills:
Use brainstorming, guided notes, and lecture to
help students identify the skills necessary to
obtain employment within the different segments
and management levels of the travel and tourism
industry.
15
21C.O.912.1.LS3
21C.O.912.1.TT4
social, economic, political
and/or ethical issues, and
presents findings clearly and
persuasively using a range of
technology tools and media.
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety of
oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic documents
and other files to collaborate for
the creation of electronic
products that inform multiple
audiences both inside and
outside the school
environment.
 Designing an
advertisement, direct
mail, or brochure.
 Creating a menu.
 Creating a PowerPoint.
 Designing a commercial
using Windows Movie
Maker.
 Participating in DECA
team
management decision
making role plays
available through DECA
Images.
personal
applications and
collaboration with
others. Students will
use basic computer
operations to
complete tasks and
projects. Students
will utilize and
enhance
presentation skills.
Teacher will use a
grading rubric to
objectively critique
student’s work.
Students will use Microsoft
Publisher, Word,
PowerPoint, and Windows
Movie Maker software.
16
Thinking and
Reasoning Skills:
21C.O.912.2.LS3
21C.O.912.2.LS4
21C.O.912.2.TT2
Student engages in a problem
solving process by formulating
questions and applying
complex strategies in order to
independently solve problems.
Student visualizes the
connection between seemingly
unrelated ideas and
independently produces
solutions that are fresh, unique,
original and well developed.
Student shows capacity for
originality, concentration,
commitment to completion, and
persistence to develop unique
and cogent products.
Student collaborates with
peers, experts and others to
contribute to content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
The student should
participate in projectbased learning activities to
collaborate with team
members on using
creative thinking, and
problem solving skills to
develop the most feasible
strategy for their case
study. Project-based
learning, including DECA
team management roleplays, can include:
 Designing an
advertisement, direct
mail, or brochure.
 Creating a menu.
 Creating a PowerPoint.
 Designing a commercial
using Windows Movie
Maker.
Students will display
appropriate
leadership,
communication, and
interpersonal
traits/behaviors in
personal
applications and
collaboration with
others. Students will
use basic computer
operations to
complete tasks and
projects. Students
will utilize and
enhance
presentation skills.
Teacher will use a
grading rubric to
objectively critique
student’s work.
Project-based learning
and case studies. Have
students read and present
the case scenarios for the
DECA team management
decision making role plays
available through DECA
Images.
17
Personal and
Workplace Skills:
21C.O.912.3.LS1
21C.O.912.3.LS2
21C.O.912.3.LS3
21C.O.912.3.LS5
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
Student independently
considers multiple perspectives
and can represent a problem in
more than one way, quickly and
calmly changes focus and
goals as the situation requires,
and actively seeks innovations
(e.g. technology) that will
enhance his/her work.
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using what
he/she has learned to adapt to
new situations, and displaying
perseverance and commitment
to continued learning.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively, and
The student should
participate in projectbased learning to
collaborate with team
members on using
creative thinking, and
problem solving skills to
develop the most feasible
strategy for their case
study. Project-based
learning, including DECA
team management roleplays, can include:
 Designing an
advertisement,
direct mail, or brochure.
 Creating a menu.
 Creating a PowerPoint.
 Designing a commercial
using Windows Movie
Maker.
Students will display
appropriate
leadership,
communication, and
interpersonal
traits/behaviors in
personal
applications and
collaboration with
others. Students will
use basic computer
operations to
complete tasks and
projects. Students
will utilize and
enhance
presentation skills.
Teacher will use a
grading rubric to
objectively critique
student’s work.
Project-based learning
and case studies. Have
students read and present
the case scenarios for the
DECA team management
decision making role plays
available through DECA
Images.
Active participation in
DECA, by assuming
leadership in office,
attending state and
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21C.O.912.3.LS6
21C.O.912.3.TT2
21C.O.912.3.TT3
monitors group progress
national conferences, and
toward the goal without
community service
undermining the efforts of
projects.
others.
Student maintains a strong
focus on the larger project goal
and frames appropriate
questions and planning
processes around goal. Prior to
beginning work, student reflects
upon possible courses of action
and their likely consequences;
sets objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on the
project, student adjusts time
and resources to allow for
completion of a quality product.
Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Student evaluates current
trends in information
technology, discusses the
potential social, ethical,
political, and economic impact
of these technologies, and
analyzes the advantages and
disadvantages of widespread
use and reliance on technology
in the workplace and society.
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21C.O.912.3.TT5
21C.O.912.3.LS4
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
and information.
Student demonstrates ethical
behavior and works responsibly
and collaboratively with others
in the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public discourse
and participation in service
learning.
Adherence to county
policy for Internet usage.
Policy 2460-Safety
and Acceptable Use
of the Internet by
Students and
Educators
Community service
projects.
Student participates
in a community
service project.
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Learning Skills & Technology Tools
Entrepreneurship
Skills:
B
D
E
H
Student understands the
personal traits/behaviors
associated with successful
entrepreneurial performance.
Student understands concepts,
strategies, and systems
needed to interact effectively
with others.
Student understands concepts
and procedures needed for
basic computer operations.
Student understands concepts
and strategies needed for
career exploration,
development, and growth.
Teaching Strategies
Culminating Activity
Students will process
leadership, personal
management,
communication, and
interpersonal skills as they
engage in collaborative
work, decision-making
processes, operate
multimedia equipment,
and draw career
conclusions.
Evidence of
Success
Students will display
appropriate
leadership,
communication, and
interpersonal
traits/behaviors in
personal
applications and
collaboration with
others. Students will
use basic computer
operations to
complete tasks and
projects. Students
will draw
conclusions
regarding
educational
requirements, job
duties, and salary
expectations in their
area of interest.
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Culminating
Assessment:
Culminating Assessment
Supplemental material: Teachers and students will be provided with a detailed lesson plan and
step-by-step guide with instructions for completing this project. Students should be divided into
groups of two. Each group will develop a promotional folder for a travel and tourism business,
event, or attraction in West Virginia. The students will assume they have been hired by the
company and the promotional folder should include:
 Advertisement to be featured in a newspaper. Students will need to identify the newspaper;
including the dates and section the ad will run.
 Brochure.
 Plan and coordinate a promotional plan.
 Display board or poster board that could be showcased at a trade show.
 Commercial.
Examples of businesses include: restaurants, hotels, Tamarack, state park, etc. Examples of
events: Pumpkin Festival, TOOT Festival, West Virginia Water Festival, West Virginia State Fair,
etc.
DECA Written Events
Links and Other
Resources:
Technical Skills Performance Assessment
Links and Other Resources
Related Websites:
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
American Hotel and Lodging Association
www.ahma.com
America's Job Bank
www.ajb.org
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America's Service Locator
www.servicelocator.org
A*S*K Institute
www.ASKInstitute.org
CareerOneStop
www.careeronestop.org
Career Voyages
http://www.careervoyages.gov/index.cfm
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Marketing Education Association
www.nationalmea.org
Marketing Education Resource Teaching Cite
www.marketingteacher.com
Marketing Education Review
www.marketingeducationreview.com
Marketing Education Teaching Ideas
www.knowthis.com/academic/marketinged.htm
MBA Research and Curriculum Center
www.mark-ed.org
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
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National DECA
www.deca.org
National Restaurant Association
www.restaurant.org
National Retail Federation
www.nrf.com
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
Workforce West Virginia
https://www.workforcewv.org/
www.cruising.org
www.ateaseinc.com
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Contacts:
Contacts
Marketing Teachers: See Marketing/DCT Directory
Marketing Coordinator: Betty Sias, bsias@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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