Sioux Falls Public School District
Marketing Education II
April 2013
I. Applied Arts Mission Statement: Applied Arts provides the opportunity for all
students to actively engage in authentic learning experience, that incorporate technical,
academic, problem-solving, and personal skills which prepare them to become capable,
productive citizens able to adapt to a changing world.
II. Marketing Education II Course Description: Explain the role of promotion;
study marketing and business concepts and marketing functions and strategies, market
identification and demonstrate the process and techniques of selling. Students will
study consumer buying behavior, principles of selling, interpersonal skills, risk
management including types of business risk, security, safety and accidents; explore
the importance of credit and identify importance of marketing information management
and product service planning.
III. Learning Standards:
Upon completion of the course, the student will be able to:
SOUTH DAKOTA CTE
CONTENT STANDARDS
Indicator #1: Research the concept of marketing research and its use with
consumers in selling and advertising.
Bloom’s
Taxonomy
Level
Applying
Standard and Examples
PSA.1.1 Conduct marketing research to determine the viability
of a new product or service.
Examples:
Describe the need for marketing information.
Extrapolate market information to conduct a SWOT and PEST
analysis.
Describe sources of secondary data.
Collect marketing information from others.
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Describe the use of technology in the marketing-information
management function.
Analyzing
PSA.1.2 Differentiate consumer needs and wants in a product.
Examples:
Identify major psychological influences on consumer behavior.
Explain factors the make up a target market.
Identify methods in which a market can be segmented.
List advantages and disadvantages of market segmentation.
Indicator #2: Create appropriate promotional strategies used with a product.
Bloom’s
Taxonomy
Level
Understanding
Standard and Examples
PSA.2.1 Explain the promotional mix, its concepts and
strategies.
Examples:
Explain the role of promotion as a marketing function.
Explain the elements of the promotional mix.
Explain how a product influences the promotional mix.
Understanding
PSA.2.2 Identify major sales promotion techniques.
Examples:
Compare the basic differences in the major types of promotions.
Discuss the impact on consumers of the different sales promotions.
Assess the effectiveness of “point-of-purchase” based on shopping
habits of consumers and needs of retailers.
Explain the use of fulfillment forms for premiums and contents.
Collect examples of each major type of promotion and present to
class.
Creating
PSA.2.3 Create promotional strategies appropriate for specific
target markets.
Examples:
Develop a sales promotion plan.
Develop an advertising plan.
Develop a public relations plan.
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Applying
PSA.2.4 Analyze the effectiveness of telemarketing on
consumer buying.
Examples:
Discuss the impact of telemarketing.
Discuss laws that may impact telemarketing companies.
Interview consumers about phone solicitations.
Indicator #3: Analyze the history and regulations of selling and advertising.
Bloom’s
Taxonomy
Level
Standard and Examples
Evaluating
PSA.3.1 Trace the history of advertising in business.
Examples:
Compare and contrast old and new broadcast and print ads.
Evaluate the laws and regulations that have molded the advertising
industry today.
Justify favorite commercials, past and present, from radio,
television, and print.
View various ads and explain their appeal.
Remembering
PSA.3.2 Define state and federal laws governing advertisement
practices.
Examples:
Define the Federal Trade Act, the Wheeler-Lea Act, Food, Drug,
and Cosmetic Act, the Wool Labeling Act, the Truth in Menu Act,
and the Truth in Advertising Act.
Explain the copywriting policy.
Categorize the federal laws governing advertising practices.
Indicator #4:
Demonstrate the selling process.
Bloom’s
Taxonomy
Level
Standard and Examples
Understanding
PSA.4.1 Conceptualize the selling process.
Examples:
Explain the nature and scope of the selling function.
Analyze product information for use in selling.
Identify customer’s buying motives for use in selling.
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Facilitate customer buying decisions.
Applying
PSA.4.2 Model how to present a product.
Examples:
Understand how to demonstrate a product.
Understand how to recommend a specific product.
Prepare for the sales presentation.
Applying
PSA.4.3 Demonstrate the selling process.
Examples:
Determine customer/client needs.
Explain key factors in building a clientele.
Differentiate between consumer and organizational buying
behavior.
Explain the selling process.
Describe methods to establish relationships with the
client/customer.
Evaluating
PSA.4.4 Evaluate customer buying signals and identify how to
close a sale.
Examples:
Facilitate customer buying decisions.
Demonstrate suggestive selling and follow-up.
Understand how to sell a good/service and close a sale to
individuals.
IV. Instructional Delivery
Class openers
Student exploration and inquiry
Collaborative discussion
Student problem-solving and demonstration
Cooperative learning activities
Group and individual projects
Hands-on activities
Technology-enhanced instruction
Drill and Practice
Reading for understanding
Unit previews
Journaling/Writing
Modeling
Peer teaching
Focused lecture
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V. District-Approved Instructional Materials
Glencoe, Marketing Essentials Textbook, Copyright 2012
Glencoe, Marketing Essentials Student Workbook, Copyright 2012
VI. Assessment Methods
Daily assignments
Notebooks/Portfolios
Writing exercises
Cooperative learning exercises
Projects/Demonstrations
Quizzes
Tests
Self-assessment
Observation of attitude, cooperation, and participation
District-wide semester test
VII. Standards for Passing
A. Point values may be assigned to above assessments depending on the amount of
time spent and difficulty involved.
B. At the end of each grading period, scores will be added and percentages determined.
C. Grading scale:
93-100% = A
85-92% = B
76-84% = C
65-75% = D
00-64% = F
Sioux Falls School District – Marketing Education II Essentials
Lesson objectives are identified at the beginning of each section.
It is recommended that Unit 4 be taught to gain background knowledge to fully
implement Indicator #4: Demonstrate the selling process.
Unit 4 Skills For Marketing
Chapter 8: Communication Skills
 Defining Communication)
 Speech and Writing
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Chapter 9: Technology For Marketing
 Computer Applications
 Technology and Marketing
Chapter 10: Interpersonal Skills
 Personal Interactions
 Leadership and Teamwork
Chapter 11: Management Skills
 Management Structures
 Management Functions
Unit 5 Selling
Chapter 12: Selling Overview
 The Sales Function (PSA.4.1 and PSA.2.4)
 Sales Careers (PSA.4.1)
Chapter 13: Beginning The Sales Process
 Preliminary Activities (PSA.4.2)
 First Steps of a Sale (PSA.4.2)
Chapter 14: Presenting the Product
 Product Presentation (PSA.4.3)
 Objections (PSA.4.3)
Chapter 15: Closing the Sale
 How to Close the Sale (PSA.4.1)
 Sales Careers (PSA.2.4 and PSA.4.1)
It is recommended that Chapter 16 be taught to facilitate accurate sales within the
School Store.
Chapter 16: Using Math In Sales
 Sales Transactions
 Cash Registers
 Purchasing, Invoicing, and Shipping
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Unit 6 Promotion
Chapter 17: Promotional Concepts
 The Promotional Mix (PSA.2.1)
 Types of Promotion (PSA.2.2)
Chapter 18: Visual Merchandising and Display
 Display Features (PSA.2.2)
 Artistic Design (PSA.2.2)
Chapter 19: Advertising
 Advertising Media (PSA.2.3 and PSA.3.1)
 Media Rates (PSA.2.3)
Chapter 20: Print Advertisements
 Elements of Advertising (PSA.3.1)
 Advertising Layout (PSA.3.1)
Unit 9 Marketing Information Management
Chapter 28: Marketing Research
 Marketing Information (PSA.1.1)
 Issues in Marketing Research (PSA.1.1)
Chapter 29: Conducting Market Research
 Marketing Research (PSA.1.2)
 The Marketing Survey (PSA.2.2)
Unit 10 Product and Service Management
Chapter 30: Product Planning
 Product Development (PSA.1.1)
 Sustaining Product Sales (PSA.4.4)
Chapter 32: Extended Product Features
 Warranties (PSA.3.2)
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Supplemental Teaching Resources:
The Glencoe Marketing Essentials Student Workbook should be utilized to supplement
the classroom instruction when appropriate.
Projects:
The Glencoe Marketing Essentials Textbook provides Mini Projects in each section that
can be utilized to supplement the classroom instruction when appropriate.
DECA Connection Role Play
The Glencoe Marketing Essentials Textbook provides DECA Connection Role Plays at
the end of each chapter that can be utilized to assist the students in a real life
connection to information presented in the chapter and could be utilized to introduce
students to DECA and prepare current DECA students for future DECA competitions.
School Store Work/Participation
The School Store is the lab for the successful experience of our students to apply
academic knowledge learned in a real life situation/scenario. Students are encouraged
to work in the school store a minimum amount of time as set by the instructor to
supplement and apply the marketing curriculum.
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