21st Century Instructional Guide for Career Technical Education
Introduction to Business and Marketing Course
Business and Marketing Cluster
Accounting Concentration
Administrative and Information Support Concentration
Business Financial Management and Accounting Concentration
Business Concentration
Human Resource Management Concentration
Office Administrative Support Concentration
Personal Financial Management Concentration
Title:
Introduction to Business and Marketing (WVEIS 1439)
Standard Number:
BE.S.BNBM.1
Essential
Questions:
Career Planning and Development
Students will explore careers.
How could current fads affect an individual’s career goals and opportunities?
What are the essential qualities and skills needed for individuals seeking a career in the business
and marketing industry?
How does the current economic state of the economy affect your career goals, educational
opportunities, and employment opportunities?
What are several ways that the student organizations, DECA and FBLA, can enhance the
curriculum and impact your career goals?
Why is it important to have experience and education to enhance your career goals?
Students will
Learning Plan & Notes to Instructor:
research various sources of obtaining career
The textbook you select will have a chapter
information.
devoted to career opportunities in the business
and marketing 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 career books associated with the
industry. Use brainstorming, guided notes, and
lecture to help students identify the skills
necessary to obtain employment within the
different management levels.
Objectives:
BE.O.BNBM.1.1
1
BE.O.BNBM.1.2
produce a portfolio.
BE.O.BNBM.1.3
choose appropriate personal appearance.
Standard Number:
BE.S.BNBM.2
Essential
Questions:
Communication Skills
Students will apply verbal skills to obtain and convey information.
Why are communication and written skills an important component for individuals pursuing a
career in business?
What constitutes politically correct written communication skills in the business world?
What business and marketing careers entail employees to use presentation skills?
Students will
Learning Plan & Notes to Instructor:
prepare an oral presentation.
Students can create and present a project.
Possible topics: types of ownership, careers,
professional appearance, any type of
business/FBLA or marketing/DECA related
activity.
examine peers’ oral presentations.
Teacher/students can develop a rubric and/or
submit written or oral comments.
utilize appropriate visuals/graphics.
Use PowerPoint, posters, project display boards,
and display models for presentations.
produce professional correspondence.
Correspondence can include: E-mails, business
letters, memos, written thank-you cards and
letters, and electronic and written resumes.
edit written work consistent with professional
Use proofreading guidelines to edit business
standards.
documents.
Objectives:
BE.O.BNBM.2.1
BE.O.BNBM.2.2
BE.O.BNBM.2.3
BE.O.BNBM.2.4
BE.O.BNBM.2.5
Include in Portfolio (documentation of activities) Resume, cover letter, application letter, follow-up
letter, resignation letter. Students should
participate in mock interviews.
Students should dress appropriately for
interviews and other professional activities Resource contacts - WV Junior College and
Huntington Junior College, and/or retail stores.
Students can participate in fashion shows; create
a collage of clothes of the dos and don’ts.
2
Standard Number:
BE.S.BNBM.3
Essential
Questions:
Objectives:
BE.O.BNBM.3.1
BE.O.BNBM.3.2
BE.O.BNBM.3.3
BE.O.BNBM.3.4
BE.O.BNBM.3.5
BE.O.BNBM.3.6
BE.O.BNBM.3.7
Economics
Students will explain how the market works in an economic system.
What are the characteristics of the private enterprise system and how do they differ significantly
from the economic systems of socialism and communism?
How does a shortage of natural resources affect the economy of the United States?
What domino effect does increasing gasoline prices have on the United States’ economy? In West
Virginia?
How have downsizing and outsourcing affected job growth and career choices among the work
force?
Students will
Learning Plan & Notes to Instructor:
compare the private enterprise system with
Economic systems: Capitalism, socialism,
other economic systems.
communism – compare using graphic organizers.
distinguish between consumer needs and
Students can devise a list (or teacher can provide
wants and how they are satisfied.
students a list) of needs and wants to support
class discussion.
predict the effect that supply and demand will
Choose a product relevant to students’ lives. For
have on prices of goods and services.
example, I-Pod, I-Phone, PlayStation 3, etc. Graph supply and demand to illustrate the effect
on prices.
differentiate among natural, human, and
Create an ad that may appear in a national
capital resources (factors of production) used
magazine/newspaper to describe your state’s
in the production of goods and services.
resources. Provide a list of natural, human, and
capital resources and have students label each
resource.
assess the economic measurements of GDP.
Have students choose a country and research
the country’s population, currency, major imports,
major exports, trading partners, official name,
infrastructure, etc.
differentiate among the four phases of the
Business cycle - Prosperity, recession,
business cycle.
depression and recovery – Use examples such
as mountain top removal, loss of manufacturing,
Toyota, gaming, tourism (white water rafting, golf,
etc).
examine the results of layoffs, downsizing, and Research the impact that layoffs, downsizing, and
outsourcing.
outsourcing have on the local community.
3
BE.O.BNBM.3.8
Standard Number:
BE.S.BNBM.4
Essential
Questions:
Objectives:
BE.O.BNBM.4.1
BE.O.BNBM.4.2
BE.O.BNBM.4.3
BE.O.BNBM.4.4
BE.O.BNBM.4.5
recognize the economic impact of inflation on
Show the relationship of inflation when using the
business.
above supply and demand activity.
Financial Management
Students will demonstrate the handling of business finances.
What are the advantages and disadvantages of consumers buying goods and services on credit?
What long term impact will the growing credit card debt of American consumers have on the
economy in the United States?
What role should parents and schools have on teaching students about financial literacy?
Students will
Learning Plan & Notes to Instructor:
relate the purposes of a balance sheet and an Use the Jump$tart Coalition, the Practical Money
income statement.
Skills for Life, and the West Virginia State
Treasurer's Office websites as a reference to gain
valuable supplemental materials in which to teach
this unit of study. Also, students can play the
online game of Financial Football, endorsed by
the West Virginia State Treasurer’s Office (check
to see if this DVD was sent to your school). Invite
an Accounting I or II student to explain the
concept behind a balance sheet and an income
statement.
discover the Federal Reserve System’s
Visit the Federal Reserve website for student and
function of holding reserves and clearing
teacher information. Obtain a guest speaker from
services.
a banking institution to illustrate a checking
simulation.
reconcile a bank statement.
Contact a local bank for a checking simulation.
compare the services of financial institutions.
Savings accounts, checking and payment
accounts, loans and other credit plans, safe
deposit boxes, and investment advice. Obtain a
guest speaker from a banking institution. Visit a
bank’s online website to determine services
offered.
implement preventive measures against
Obtain a guest speaker or obtain identity theft
identity theft.
information online. Get parental support to view
Catch Me if You Can.
4
BE.O.BNBM.4.6
compute interest.
Obtain credit card information and car information
for buyers, etc. – compare interest rates, services
and calculate interest – use www.bankrate.com,
or www.lendingtree.com
Students can obtain information from
www.consumercredit.com, Bureau of Public Debt,
and/or Better Business Bureau. Excellent
supplement is the DVD – Oprah’s Debt Diet,
available through Oprah.com.
Create a graphic organizer to compare the
consumer credit laws - Truth and Lending Act,
Equal Credit Opportunity Act, Fair Debt Collection
Act – Contact Attorney General’s Office.
Enrichment activity: Obtain parental permission
for students to access his or her credit report
from www.annualcreditreport.gov.
Financial exchanges include: Debit card, credit
card, direct deposit, electronic funds transfer,
checking and savings account, and/or Stock
Market Game.
Contact the State Insurance Commission and
local insurance agents for literature and request
speakers. Develop a personal budget; visit a car
dealership and insurance agent for information.
BE.O.BNBM.4.7
debate the purposes and implications of credit.
BE.O.BNBM.4.8
examine consumer credit laws.
BE.O.BNBM.4.9
compare the fundamental principles of money
needed to make financial exchanges.
BE.O.BNBM.4.10
research the purpose of vehicle, property, life,
and health insurance.
Standard Number:
BE.S.BNBM.5
Essential
Questions:
Social and Ethical Business Environment
Students will explore policies of a diverse workplace.
What is the difference between ethics, values, and morals?
What are the long term consequences of unethical behavior in the workplace?
Why does corporate America have to be concerned with issues involving social responsibility?
5
Objectives:
BE.O.BNBM.5.1
Students will
characterize business ethics.
BE.O.BNBM.5.2
debate reasons why ethical behavior is good
for business.
BE.O.BNBM.5.3
compare the social responsibilities of
businesses.
BE.O.BNBM.5.4
point out workplace responsibilities pertaining
to employee rights.
BE.O.BNBM.5.5
recognize personal biases and stereotypes.
BE.O.BNBM.5.6
show cultural sensitivity.
BE.O.BNBM.5.7
discover the nature of organizational culture.
Learning Plan & Notes to Instructor:
Contact SIFE – Students in Free Enterprise to
play the Ethics Game; use case studies
concerning business ethics. Have students write
scenarios to role-play. For example: downloading
music, giving away free food at their place of
employment, etc.
Students can defend their reasons from above
activity. Debate news articles concerning any
current event.
Responsibilities can include: Community service,
conserving the environment, and profit and
nonprofit organizations.
Employee rights: Title IX Civil Rights Act, Age
Discrimination in Employment Act, Americans
with Disabilities Act, Equal Pay Act, Equal
Employment Opportunity Act – Conduct an online
scavenger hunt to locate information regarding
the above acts.
Define and debate stereotypical scenarios and
statements of biases and stereotypes.
Working in groups, select a country and explore
cultures, traditions, language, and customs. If the
school has a foreign exchange student, contact
him/her to talk with class. Obtain and review
information on passport requirements.
Select a country and explore the country’s culture
and how it differs with the culture in the United
States. Research business’ websites and explore
the working environment: company policies
regarding dress codes, orientation process,
flextime, and/or alternative work schedules
(virtual office).
6
Standard Number:
BE.S.BNBM.6
Essential
Questions:
Objectives:
BE.O.BNBM.6.1
BE.O.BNBM.6.2
BE.O.BNBM.6.3
BE.O.BNBM.6.4
Role of Marketing
Students will define the role of marketing.
How does marketing impact sales and competition within the business industry?
Why is it important for a business to focus upon the marketing functions?
How does marketing influence your decision making process for purchasing goods and services?
Students will
Learning Plan & Notes to Instructor:
analyze the four elements of the marketing
Marketing mix - Product, Place, Price and
mix.
Promotion – Students can choose a current
product and apply the four elements of the
marketing mix - Price the product, choose where
to sell the product, how to promote the product
(find an ad) and identify the target market for the
product. Present the information to the class.
compare the channels of distribution for
Using the above product, trace the channel of
products.
distribution.
outline the functions of 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 the class.
Students’ presentation should relate to how the
function directly affects a business within the
business and marketing industry. Students
viewing the presentations should create a chart
and make guided notes as presentations are
made.
illustrate the common types of promotion.
Elements of promotion: Advertising, publicity,
sales promotion, personal selling. Create a
graphic organizer that charts the four elements of
promotion. Select a company: Nike, Walt Disney
World, etc. or an entertainer, such as Miley
Cyrus, and create a demonstration for the
students on how each element has been
enhanced. For example: How has promotion
enhanced the career of Miley Cyrus?
7
Advertising: Magazine advertisements, Disney
commercials for Hannah Montana, WalMart
circular with Hannah Montana products.
Publicity: Disney show, Hannah Montana, Friday
concert series appearance on the Today Show,
and the Vanity Fair article.
Sales Promotion: WalMart circular featuring a
Hannah Montana look-alike contest and the
winner receives a $500 shopping spree.
Personal Selling: Salesclerk at WalMart sells a
Miley Cyrus shirt to a customer.
Have the students use their own example and
prepare a chart that identifies examples for each
element.
Standard Number:
BE.S.BNBM.7
Essential
Questions:
Objectives:
BE.O.BNBM.7.1
Business Structure
Students will explore development and maintenance of a business.
What are the advantages and disadvantages of the three types of business ownership?
How can the weakening economy impact entrepreneurial opportunities in the United States?
Students will
Learning Plan & Notes to Instructor:
compare the advantages and disadvantages of Types of business ownership - Sole
the types of business ownership.
proprietorship, partnership, and corporations.
Discuss other types of business ownerships
(franchise, nonprofit organization, cooperative).
Assign a type of business ownership to groups or
pairs of students to research and present the
advantages and disadvantages of each type of
ownership and have students work in groups and
compare unique interests and skills in the group
and identify possible businesses that could be
formed as a partnership by combining the talents
of two or more of the group members.
8
BE.O.BNBM.7.2
determine the importance of entrepreneurship
to the economy.
BE.O.BNBM.7.3
establish the importance and uses of a
business plan.
BE.O.BNBM.7.4
debate the opportunities and risks of
entrepreneurship.
BE.O.BNBM.7.5
examine conflicts prohibiting repeat business.
BE.O.BNBM.7.6
recognize the functions of management.
Standard Number:
BE.S.BNBM.8
Essential
Questions:
Global Business
Students will define the importance of global business.
What are the advantages and disadvantages of placing higher tariffs on imports?
What impact does global competition have on the economy in the United States and why should
high school students be concerned?
Students will
Learning Plan & Notes to Instructor:
differentiate among the trade barriers of tariffs, Create a graphic organizer listing the advantages
embargos, and quotas.
and disadvantages countries face with tariffs,
embargos, and quotas and compare the
information with other countries.
Objectives:
BE.O.BNBM.8.1
Contact the WV Coordinator of Entrepreneurship.
Discuss how a small business in a local
community can expand the business and its
effects on the local community.
Review the components of a business plan.
Contact a local entrepreneur or banker and a
representative from the Small Business Authority
to explain their business plan.
Contact a local entrepreneur and have him/her to
discuss the advantages and disadvantages of
owing a business.
Students can role play scenarios and ethically
discuss personal examples of shopping
experiences, purchases, miscommunications,
etc.
Functions of management - Planning, organizing,
staffing, leading, and controlling. Divide the
students into groups of two. Each group should
select a local business and create an
organizational chart that outlines the specific
functions. Students should also include the types
of career opportunities that are available within
each function.
9
BE.O.BNBM.8.2
research the economic impact of conducting
business globally.
Standard Number:
BE.S.BNBM.9
Essential
Questions:
Role of a Consumer
Students will identify the role of a consumer.
What promotional strategies do companies use to attract consumers?
What is the decision making steps involved in making a purchase?
What effect does the economic condition of the United States have on consumer buying
decisions?
Students will
Learning Plan & Notes to Instructor:
report the sources of consumer information.
Sources of consumer information - Product
testing organizations, media sources, and
government agencies such as the Better
Business Bureau and the Attorney General’s
Office. Also, consult websites such as Amazon,
Circuit City, Best Buy, Sears, etc. to review
consumer reviews for products. Assign each
student a product to review by using the available
sources. Also, pay particular attention to
compiling a list from which the students will
choose products that provide them the
opportunity to compare different brands.
examine comparison shopping tactics.
Compare prices, quality, services, and brands
through advertisements and online shopping
sites. Divide students into groups of two and have
them design a dorm room or apartment that
emphasizes using the skill of comparison
shopping tactics to obtain the best value for their
dollar. Students should use a poster board to
outline the layout of their dorm or apartment that
emphasizes the cost of furnishings. The objective
of this assignment is for students to realize the
high cost of setting up their first apartment or
dorm room. Emphasize shopping at yard sales
and thrift stores to stay within a budget.
Objectives:
BE.O.BNBM.9.1
BE.O.BNBM.9.2
Discuss strategies, benefits and drawbacks,
outsourcing – participate in an online virtual
fieldtrip of other countries.
10
BE.O.BNBM.9.3
BE.O.BNBM.9.4
Standard Number:
BE.S.BNBM.10
Essential
Questions:
Objectives:
BE.O.BNBM.10.1
BE.O.BNBM.10.2
BE.O.BNBM.10.3
debate the basic rights and responsibilities of a Contact the state’s Attorney General’s Office for
consumer.
information and speaker. Discuss students’
personal experiences and Consumers’ Bill of
Rights.
analyze the consumer complaint process and
Contact the state’s Attorney General’s Office for
the legal actions available.
information and speaker.
Participating in a Student Organization
Students will participate in a student organization.
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 or FBLA, 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 or FBLA.
discover the benefits and responsibilities of
Students should have the opportunity to
participation in a local student organization as
participate in state and national conferences
an adult.
associated with being a member of DECA or
FBLA.
demonstrate leadership skills through
Teacher should serve as the DECA or FBLA
participation in local student organization
advisor and allow students the opportunity to
activities such as meetings, programs, and
participate in order to enhance leadership skills
projects.
and educational opportunities.
11
21st Century Skills
Information and
Communication
Skills:
Learning Skills & Technology Tools
21C.O.912.1.LS1
Student recognizes information
needed for problem solving, can
efficiently browse, search and
navigate online to access relevant
information, evaluates information
based on credibility, social,
economic, political and/or ethical
issues, and presents findings
clearly and persuasively using a
range of technology tools and
media.
Teaching Strategies
Culminating Activity
The student should
participate in projectbased learning activities
to achieve the standard.
Project-based learning
can include:
 Designing an
advertisement, direct
mail, or brochure.
 Creating a
PowerPoint.
 Designing a
presentation board.
21C.O.912.1.LS3
21C.O.912.1.TT2
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
utilize and enhance
presentation skills.
Teacher will use a
grading rubric to
objectively critique
students’ work.
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 routinely applies
keyboarding skills, keyboard
shortcut techniques, and mouse
skills with facility, speed and
accuracy.
12
21C.O.912.1.TT4
21C.O.912.1.TT10
Thinking and
Reasoning Skills:
21C.O.912.2.LS3
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.
Student implements various
Internet search techniques (e.g.,
Boolean searches, metasearches, web bots) to gather
information; student evaluates the
information for validity,
appropriateness, content, bias,
currency, and usefulness.
Student engages in a problem
solving process by formulating
questions and applying complex
strategies in order to
independently solve problems.
Students will use
Microsoft Word,
Publisher, and
PowerPoint software.
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. Projectbased learning, including
DECA and FBLA team
management role-plays,
can include:
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.
 Developing a
business plan.
13
 Designing an
advertisement, direct
mail, or brochure.
Teacher will use a
grading rubric to
objectively critique
students’ work.
 Designing a
PowerPoint or
presentation board.
21C.O.912.2.LS2
21C.O.912.2.TT2
21C.O.912.2.TT4
Personal and
Workplace Skills:
21C.O.912.3.LS4
Student draws conclusions from a
variety of data sources to analyze
and interpret systems.
Student collaborates with peers,
experts and others to contribute to
a content-related knowledge base
by using technology to compile,
synthesize, produce, and
disseminate information, models,
and other creative works.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a process
to assess the information, and
chart and evaluate progress
toward the solution.
Student demonstrates ethical
Community service
behavior and works responsibly
projects.
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.
Student participates in
a community service
project.
14
21C.O.912.3.LS5
Student exhibits positive
leadership through interpersonal
and problem-solving skills that
contribute to achieving the goal.
He/she helps others stay focused,
distributes tasks and
responsibilities effectively, and
monitors group progress toward
the goal without undermining the
efforts of others.
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. Projectbased learning, including
DECA and FBLA team
management role-plays,
can include:
 Developing a
business plan.
 Designing an
advertisement, direct
mail, or brochure.
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
students’ work.
 Designing a
PowerPoint or
presentation board.
21C.O.912.3.TT2
Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
15
21C.O.912.3.TT3
21C.O.912.3.TT4
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.
Student adheres to acceptable
use policy and displays ethical
behaviors related to acceptable
use of information and
communication technology (e.g.,
privacy, security, copyright, filesharing, plagiarism); student
predicts the possible cost and
effects of unethical use of
technology (e.g., consumer fraud,
intrusion, spamming, virus setting,
hacking) on culture and society;
student identifies the
methodologies that individuals
and businesses can employ to
protect the integrity of technology
systems.
Adherence to county
policy for Internet usage.
Policy 2460-Safety
and Acceptable Use
of the Internet by
Students and
Educators.
16
21C.O.912.3.TT5
21C.O.912.3.TT7
21C.O.912.3.TT8
Student models ethical behavior
relating to security, privacy,
computer etiquette, passwords
and personal information and
demonstrates an understanding of
copyrighting 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 protects his/her identity
online and in email and/or
websites, limits the distribution of
personal information/pictures, and
evaluates the authenticity of
emails that solicit personal
information. Student identifies the
methodologies that individuals
and businesses can employ to
protect the integrity of technology
systems.
Student uses technology to seek
strategies and information to
address limits in their own
knowledge.
17
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.
Culminating Assessment
Culminating
Assessment:
DECA and FBLA Written Events
Student Portfolio
Technical Skills Performance Assessment
18
Links and Other Resources
Links and Other
Resources:
Related Websites:
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
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
Jump$tart Coalition
www.jumpstartcoalition.com
Marketing Education Association
www.nationalmea.org
19
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
National DECA
www.deca.org
National FBLA
www.fbla-pbl.org
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Practical Money Skills for Life
http://www.practicalmoneyskills.com/english/at_school/trainingcamp/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
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West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
The West Virginia State Treasurer’s Office
http://www.wvtreasury.com/textversion/sites/education/linksbas.html
Workforce West Virginia
https://www.workforcewv.org/
Contacts:
Contacts
Business Teachers: Utilize K12 Business Marketing Listserv at K12-BUSMKT@listserv.wvnet.edu
Business and Marketing Cluster Lead Coordinator: Abigail Reynolds, areynold@access.k12.wv.us
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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