Can You Fill This Order?
0425 Marketing Applications
TOPIC OR UNIT OF STUDY
Economics
CONTENT STANDARD(S) AND OBJECTIVE(S)
 Analyze impact of specialization/division of labor on productivity (Activity 1)
 Explain the concept of organized labor and business (Activity 1 & 2)
 Explain the impact of the law of diminishing returns (Activity 1)
 Describe the economic impact of inflation on business (Activity 2)
 Explain the concept of Gross Domestic Product (GDP) (Activity 2)
 Discuss the impact of a nation’s unemployment rates (Activity 1 & 2)
 Explain the economic impact of interest-rate fluctuations (Activity 2)
 Determine the impact of business cycles on business activities (Activity 2)
INTRODUCTION
How does the study of economics enter into our marketing study? Learning how economics affects
business will help you to understand what role marketing will play for that business. We will role play
the division of labor to build understanding of economics, then student groups will present different
topics on economics to help the entire class understand the remaining CSS’s.
ESSENTIAL QUESTION
How does economics affect business decisions such as manufacturing, hiring, pricing, and production?
INTEGRATION OF ACADEMICS, TECHNOLOGY, ENTREPRENEURSHIP
To complete this project, students will use basic terms and concepts, to complete the following
academic, technology, and entrepreneurship activities:
1. Academic activities – concept analysis, and critical thinking skills;
2. Technology activities –use of MOS PowerPoint;
3. Entrepreneurship activities – role playing and presentations both have students acting as
business owners making decisions based on economic data.
STUDENT INVOLVEMENT IN PLANNING PROCESS
Students will determine important facts of their topic to be presented to the class as a means of
teaching other students. Students will also help with the completion of the rubric for activity one to
help with their understanding of the material.
TASK(S)
 Experiment with divisions of labor & employment with Activity 1
90 min
 Dramatize or present concepts in groups with Activity 2
240 min
 Write a reflection paper with Activity 3
30 min
RESOURCES
Websites:
http://www.bored.com/game/play/151068/Papa_s_Burgeria.html
http://www.ushistory.org/us/37.asp
http://www.mackinac.org/2297
http://www.buzzle.com/articles/how-does-inflation-affect-the-economy.html
http://lasanthaw.hubpages.com/hub/high-inflation-effects
http://en.wikipedia.org/wiki/Lists_of_countries_by_GDP
http://www.investorwords.com/2153/GDP.html
http://tutor2u.net/blog/index.php/business-studies/comments/qa-how-are-businessesaffected-by-unemployment/
http://www.business.com/misc/unemployment-rate/
http://money.howstuffworks.com/fed-change-interest-rate1.htm
http://www.ehow.com/how-does_4564447_interest-rates-affect-economy.html
http://economics.about.com/cs/studentresources/f/business_cycle.htm
http://www.ehow.com/info_7741896_impact-business-cycles-economy.html
TECHNOLOGY USE
Computers, Websites listed above, Microsoft Word, and PowerPoint software.
EVALUATION
#1 – Activity 1 – Role play labor activity
#2 – Activity 2 – Group research & presentation of economic topics
#3 – Activity 3 – Reflection paper
Total points for these activities
20 pts
28 pts
12 pts
60 pts
Authentic assessments will be evaluated with the rubrics that are located on each activity
TIMELINE
Block scheduling-4 days, periods-8 days. This includes time for lecture, textbook readings, and
discussions. Depending on student’s ability, extended time may be needed on some projects.
Day 1 Experiment with divisions of labor & employment with Activity 1
90 min
Day 2 Group research for Activity 2
90 min
Day 3 Complete presentations/dramatizations in groups with Activity 2
90 min
Day 4 Present concepts in groups for class with Activity 2
60 min
Write a reflection paper with Activity 3
30 min
CONCLUSION
At the conclusion of this unit students will understand how the selling function works with information
management: how to learn the information about the product and the customer that helps to close the
deal. Students will also learn negation tips and practice closing the deal with customers.
Role Play
Materials:
Play dough (light brown, dark brown, red, green, white, & yellow)
Wax paper squares
Paper hats (enough for all students)
Markers (to color & design hats)
1. Prepare student by splitting them into groups.
o Each group can name their own burger business & color their hats – only 10 min
2. Students will decide if they are an assembly line or group of individuals.
3. Play Burger game at http://www.bored.com/game/play/151068/Papa_s_Burgeria.html to see
how customer satisfaction is gained by making a good product. – only 10 min
4. Each group will be given 15 min to practice making the products out of play dough:
o Light brown top & bottom buns – must be same size & no thicker than ½”
o Dark brown burgers – must be same size as bun & no thicker than ½”
o Red ketchup blob – should be uneven round & very thin
o Green lettuce leaf – should be uneven oblong in shape, slightly longer than the bun
o White onion ring – should make two for each burger, one slightly larger & both thin
o Yellow mustard blob – should be like the ketchup, uneven & very thin
5. Set up stations – about 5 min
o assembly line to have each person is making only 1 or 2 items & have their play dough
o group of individuals to all have the same amount of each color of play dough
6. Each team will get 5 minutes to make as many burgers as possible & place them on a wax paper
square.
7. Discuss the results as teams reset their play dough. Why was the winning group faster?
8. Change groups to let students pick what they are faster at doing. Redo the role play for another
5 minutes. Did the result change? Why
9. Groups will write a paragraph for each of the following questions:
o How can specialized labor help improve manufacturing?
o Is there a point where there are too many people (law of diminishing returns)? Explain.
o If children or uneducated people can learn the specialized job, could we pay them less
money? What protection might eliminate this?
o If a machine was created to do a specialized job, how might this affect employment?
Explain.
Grading rubric – students will help plan how they are to be graded by creating the rubric. (Suggestions started)
Topic
Answer
content
Role play
example
Participation
Accurateness
Burger game
example
Total Points
4 points
3 points
2 points
1 point
Complete answers using
correct terminology
Used appropriate example
of role play activity that
connects to the question.
All members of the group
helped with the answering
of questions.
Answers are correct and
accurate, staying on topic.
Used appropriate example
from the burger game
activity that connects to
the question.
______ of 20 pts
Research Presentation
Class will be split into 6 groups to research the sites provided & present the following topics:
1. Organized labor and business – When did they start? Why do we have them? What is the
purpose now?
a. http://www.ushistory.org/us/37.asp
b. http://www.mackinac.org/2297
2. Inflation impact of on business and the economy – How does it affect prices? Think of the
burger activity.
a. http://www.buzzle.com/articles/how-does-inflation-affect-the-economy.html
b. http://lasanthaw.hubpages.com/hub/high-inflation-effects
3. Gross Domestic Product (GDP) – What is it? Show GDP for several countries; how do we
compare?
a. http://en.wikipedia.org/wiki/Lists_of_countries_by_GDP
b. http://www.investorwords.com/2153/GDP.html
4. Impact of a nation’s unemployment rates – How does it affect purchasing? How does it affect
businesses?
a. http://tutor2u.net/blog/index.php/business-studies/comments/qa-how-are-businessesaffected-by-unemployment/
b. http://www.business.com/misc/unemployment-rate/
5. Economic impact of interest-rate fluctuations – High rates do what? Low rates do what?
Where have our rates been & why?
a. http://money.howstuffworks.com/fed-change-interest-rate1.htm
b. http://www.ehow.com/how-does_4564447_interest-rates-affect-economy.html
6. Impact of business cycles on business activities – What are they? How do they affect
decisions?
a. http://economics.about.com/cs/studentresources/f/business_cycle.htm
b. http://www.ehow.com/info_7741896_impact-business-cycles-economy.html
Grading rubric
Topic
4 points
Participation All members participate in
Presentation
created
Product
presented to
classmates
Content
covered with
examples
research by splitting up
tasks for the project.
Each member creates
their own slide and
presents that slide.
PowerPoint presentation
uses multiple slides, does
not use too much text on
each slide, all member
names included on a slide,
source page included.
Presentation to class
included: all members
participating, good voice
level, good eye contact,
does not read information
straight from the slide,
and appropriate dress.
Topic is covered in
multiple areas, answering
all questions posed, as
well as presenting other
issues not given.
Accurate details
presented.
3 points
2 points
1 point
All members participate in
research by splitting up
tasks for the project.
All members help in
creation of slides. All
presents part with group.
PowerPoint presentation
uses multiple slides, too
much text on some slides,
all member names
included on a slide, source
page included.
1 of the 5 requirements
not met to potential.
All members participate in
research by working with
group members.
One member creates Ppt.
Most members present
part with group.
PowerPoint presentation
uses multiple slides, too
much text on slides,
doesn’t include all title
slides needed.
Not all members
participate in research
and/or the group
presentation.
2 of the 5 requirements
not met to potential.
3 of the 5 requirements
not met to potential.
Topic covered fully but
only with questions
posed.
Details are accurate and
well presented.
Covered questions
provided, but details are
not fully explained.
Details are mostly
accurate.
Questions are covered
briefly. Not enough
detail. Some errors in
accuracy of material.
Presentation created but
does not use the model
directed: too much text,
title, resources, or
members not included.
Topic
defined
Definition of the topic
given in student language
and not copy pasted.
Sources
provided
Source page showing both
websites given as well as
any other sites used. Sited
correctly.
Interesting &
Professional
Good use of color &
graphics to keep it
interesting. Professional
appearance.
Topic was defined but
terms used that were not
explained or put into
understandable language.
Source page showing
websites provided but no
additional sites or
resources used. Sited
correctly.
Good use of color.
Some graphics used.
Professional appearance.
Topic is partially defined
or used some of the exact
language from the
website.
Source page showing only
websites provided, but
not sited correctly.
Topic definition was from
website only
Too much color or poor
use of color.
Minimal graphics used or
not professional.
Poor color choices.
Poor use of graphics.
Unprofessional looking.
Total Points
Only one source listed on
source page. Not sited
correctly.
_____ of 28 pt
Reflection
Following the student presentations of their group research, each student will individually pick a topic
that ANOTHER group presented to type a reflection on.
This reflection paper must meet the following characteristics:
1. Minimum of ½ page typed, Arial 12 pt font, double space, and with 1” margins. (4 pts)
2. Thoughtful reflection must include what you learned and a personal connection. (2 pt)
3. Spelling and grammar must be correct. Watch punctuation and capitalization also. (4 pts)
4. Evaluation of the student group should also be included. Maximum of one small paragraph. (2
pts)
Total Points
__________ of 12 points