21st Century Instructional Guide for Career Technical Education

Hospitality and Tourism Marketing CourseBusiness and Marketing Cluster

Hospitality and Tourism Marketing Concentration

Title: Hospitality and Tourism Marketing (WVEIS 0437)

Standard Number:ME.S.HTM.1

Travel and Tourism IndustryStudents will categorize the segments within the travel and tourism industry.

EssentialQuestions:

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.

Objectives: Students will Learning Plan & Notes to Instructor:ME.O.HTM.1.1 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.

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.

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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.

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.

ME.O.HTM.1.2 provide the characteristics of a tourist. 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.

ME.O.HTM.1.3 subdivide the segments of the travel and tourism industry.

Continue using the graphic organizer. Supplemental Material: use the Travel and Tourism PowerPoint to help students develop a clearer understanding of the industry.

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ME.O.HTM.1.4 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.

ME.O.HTM.1.5 illustrate the interdependence of the segments of the travel and tourism industry.

Using the graphic organizer arrange students into groups of four and have them do the Think-Pair-Share 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.

ME.O.HTM.1.6 contrast the business and leisure traveler. Use a Venn diagram graphic organizer.Standard Number: ME.S.HTM.2

Economic Impact of the Travel and Tourism IndustryStudents will recognize how tourism impacts the economy.

EssentialQuestions:

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?

Objectives: Students will Learning Plan & Notes to Instructor:ME.O.HTM.2.1 predict the economic impact in relation to the

travel and tourism industry.The teacher should access the West Virginia 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.

ME.O.HTM.2.2 examine how tourism financially impacts the economy on the state and national level.

Project: students will work in groups of two and 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.

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ME.O.HTM.2.3 research the economic impact of travel and tourism in West Virginia.

Students will have the opportunity to research as they prepare the project.

ME.O.HTM.2.4 breakdown the ripple effect of a weakening economy on the tourism industry.

Students should include how a weakening economy could negatively impact their assignment segment.

ME.O.HTM.2.5 appraise the impact of international travel on the economy in the United States.

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.

Standard Number:ME.S.HTM.3

Fundamentals of MarketingStudents will determine how marketing affects the travel and tourism industry.

EssentialQuestions:

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?

Objectives: Students will Learning Plan & Notes to Instructor:ME.O.HTM.3.1 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.

ME.O.HTM.3.2 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.

ME.O.HTM.3.3 recognize the elements of the marketing mix. Supplemental Material: The graphic organizer is a great instructional strategy to use during a lecture to enhance student learning.

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ME.O.HTM.3.4 determine the importance of the marketing concept in relation to the travel and tourism industry.

ME.O.HTM.3.5 illustrate the concept of a target market. Provide students with different samples of travel and tourism businesses and have them identify the target market.

ME.O.HTM.3.6 relate market segmentation to the target market in the travel and tourism industry.

Market segmentation includes: demographics, geographics, and psychographics. Have students expand upon identifying the target market to include market segmentation.

Standard Number: ME.S.HTM.4

Customer Service and Employees in the Travel and Tourism IndustryStudents will recognize the importance of customer service in the travel and tourism industry.

EssentialQuestions:

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?

Objectives: Students will Learning Plan & Notes to Instructor:ME.O.HTM.4.1 demonstrate the importance of customer

service.Order the LAP (Learning Activity Packet) from MarkEd on Customer Service. Bell ringer: have students differentiate between service and customer service.

ME.O.HTM.4.2 show the importance of customer satisfaction in the travel and tourism industry.

Guide students through a brainstorming session 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.

ME.O.HTM.4.3 determine ways in which segments of the travel and tourism industry can increase customer satisfaction.

Teacher should use a guided brainstorming session in which students compile strategies that companies can employ to enhance customer satisfaction.

ME.O.HTM.4.4 report the importance of employee selection, orientation, training, and incentive programs.

Use guided notes to help students identify employee compensation packages, in addition to the hiring process.

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ME.O.HTM.4.5 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.

Standard Number: ME.S.HTM.5

The Lodging IndustryStudents will describe the segments of the lodging industry.

EssentialQuestions:

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?

Objectives: Students will Learning Plan & Notes to Instructor:ME.O.HTM.5.1 compare the segments of the lodging industry:

motels, hotels, conference centers, bed and breakfasts, resorts, etc.

Supplemental Resources: Guided notes and K-W-L Graphic Organizer: Make a graphic 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.

ME.O.HTM.5.2 outline the job descriptions and careers associated with front and back of-the-house operations.

As a chapter activity with the information provided in the textbook, you can 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.

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ME.O.HTM.5.3 predict the impact of E-commerce on 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 pre-Internet list to a post-Internet list.

ME.O.HTM.5.4 assess types of events, attractions, and amenities in the lodging industry.

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.

ME.O.HTM.5.5 develop a brochure for a segment in the lodging industry.

Divide students into groups of two. Using Microsoft Publisher, the students will design a tri-fold 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.

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ME.O.HTM.5.6 examine the importance of customer service in the lodging industry.

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.

ME.O.HTM.5.7 determine how cultural diversity affects 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.

ME.O.HTM.5.8 research the educational requirements for a career in the lodging industry.

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.

ME.O.HTM.5.9 recognize the types of employee compensation packages and recognition programs.

Teacher should use guided notes to help students identify types of compensation packages and employee recognition incentives.

Standard Number: ME.S.HTM.6

The Food and Beverage IndustryStudents will explain the segments of the food and beverage industry.

EssentialQuestions:

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?

Objectives: Students will Learning Plan & Notes to Instructor:ME.O.HTM.6.1 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.

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ME.O.HTM.6.2 develop a menu. Supplemental Material: enrichment activity: students will design a restaurant which will include a menu.

ME.O.HTM.6.3 examine the importance of customer service in the food and beverage industry.

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.

ME.O.HTM.6.4 analyze the strategies involved in the pricing of food.

Guided notes which details pricing strategies. Students will apply the strategies when they design a menu and have to set prices.

ME.O.HTM.6.5 point out how cultural diversity affects the food and beverage industry.

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.

ME.O.HTM.6.6 outline the job descriptions and careers associated with front and back of-the-house operations.

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.

ME.O.HTM.6.7 research the educational requirements for a career in the food and beverage 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.

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ME.O.HTM.6.8 determine the importance of etiquette on the personal and professional level.

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.

Standard Number: ME.S.HTM.7

Other Major Segments of the Travel and Tourism IndustryStudents will discuss other segments of travel and tourism industry.

EssentialQuestions:

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?

Objectives: Students will Learning Plan & Notes to Instructor:ME.O.HTM.7.1 analyze the important factors in cruise

research and selection.It will be difficult to find a textbook that addresses 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.

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).

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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.

ME.O.HTM.7.2 analyze the important factors in airline research and selection.

Invite a guest speaker from the local airport or Homeland Security. Order a DVD on American Airlines from MSNBC.

ME.O.HTM.7.3 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.

ME.O.HTM.7.4 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.

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Standard Number: ME.S.HTM.8

PromotionStudents will design a promotional folder for a travel and tourism business in West Virginia.

EssentialQuestions:

What is the role of promotion in creating awareness for the travel and tourism industry in West Virginia?

Objectives: Students will Learning Plan & Notes to Instructor:ME.O.HTM.8.1 examine the four elements of promotion:

advertising, publicity, sales promotion, and personal selling.

Use a graphic organizer that charts the four elements of promotion. Use a segment, such as a 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.

ME.O.HTM.8.2 research components of the promotional mix and its relationship to the promotional plan.

Enrichment project: Have each student select a 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.

ME.O.HTM.8.3 compare the advantages and disadvantages of advertising media.

Supplemental Material: guided notes.

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ME.O.HTM.8.4 develop sales promotion strategies. 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.

ME.O.HTM.8.5 recognize publicity and its role in creating a positive or negative pubic image within the travel and tourism industry.

Use current news events that provide positive or negative publicity on businesses within the travel and tourism industry.

ME.O.HTM.8.6 develop a promotional plan for a business 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.

ME.O.HTM.8.7 develop a promotional folder for a travel and tourism business, event, or attraction in West Virginia.

This CSO will be the culminating assessment.

ME.O.HTM.8.8 outline the process for planning an event. 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.

Standard Number: ME.S.HTM.9

Career Opportunities in the Travel and Tourism IndustryStudents will research a variety of career opportunities within the travel and tourism industry.

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EssentialQuestions:

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?

Objectives: Students will Learning Plan & Notes to Instructor:ME.O.HTM.9.1 research career opportunities available in the

travel and tourism industry.The textbook you select will have a chapter 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.

ME.O.HTM.9.2 research the education and training requirements for a career in the travel and tourism industry.

Obtain college catalogs, industry guest speakers.

ME.O.HTM.9.3 compare community college, two-year and four-year programs.

Compile a list of vocational schools, community, 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.

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ME.O.HTM.9.4 recognize the skills necessary for employment in travel and tourism occupations.

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.

Standard Number: ME.S.HTM.10

Participating in a Local Student OrganizationStudents will participate in a local student organization.

EssentialQuestions:

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?

Objectives: Students will: Learning Plan & Notes to Instructor:ME.O.HTM.10.1 assess the purposes and goals of a local

student organization. Teacher should expose students to the student organization, DECA.

ME.O.HTM.10.2 discover the benefits and responsibilities of participation in a local student organization as an adult.

Students should have an opportunity to attend DECA Fall Conference in October, NARCON in November, State Conference in March, educational field trips to New York City and Walt Disney World in December, and National Conference in April.

ME.O.HTM.10.3 demonstrate leadership skills through participation in local student organization activities such as meetings, programs, and projects.

Teacher should serve as the DECA advisor and allow students the opportunity to participate in the student organization, DECA, in order to enhance their leadership skills, and educational opportunities.

21st Century Skills Learning Skills & Technology Tools Teaching Strategies Culminating Activity

Evidence of Success

Information and Communication Skills:

21C.O.9- 12.1.LS1

Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility,

The student should participate in project-based learning activities to achieve the standard. Project-based learning can include:

Students will display appropriate leadership, communication, and interpersonal traits/behaviors in

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social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.

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.

21C.O.9-12.1.LS3

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.

21C.O.9-12.1.TT4

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.

Students will use Microsoft Publisher, Word, PowerPoint, and Windows Movie Maker software.

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Thinking and Reasoning Skills:

21C.O.9-12.2.LS3

Student engages in a problem solving process by formulating questions and applying complex strategies in order to independently solve problems.

The student should participate in project-based 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 role-plays, can include: Designing an advertisement, direct mail, or brochure. Creating a menu. Creating a PowerPoint. Designing a commercial

using Windows Movie Maker.

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.

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.

21C.O.9-12.2.LS4

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.

21C.O.9-12.2.TT2

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.

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Personal and Workplace Skills:

21C.O.9-12.3.LS1

Student remains composed and focused, even under stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from win-win perspective, and derives personal satisfaction from achieving group goals.

The student should participate in project-based 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 role-plays, can include: Designing an

advertisement, direct mail, or brochure. Creating a menu. Creating a PowerPoint. Designing a commercial

using Windows Movie Maker.

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

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.

21C.O.9-12.3.LS2

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.

21C.O.9-12.3.LS3

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.

21C.O.9-12.3.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

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monitors group progress toward the goal without undermining the efforts of others.

national conferences, and community service projects.

21C.O.9-12.3.LS6

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.

21C.O.9-12.3.TT2

Student works collaboratively to acquire information from electronic resources, conducts online research, and evaluates information as to validity, appropriateness, usefulness, comprehensiveness and bias.

21C.O.9-12.3.TT3

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.9-12.3.TT5

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.

Adherence to county policy for Internet usage.

Policy 2460-Safety and Acceptable Use of the Internet by Students and Educators

21C.O.9-12.3.LS4

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.

Community service projects.

Student participates in a community service project.

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Learning Skills & Technology Tools Teaching Strategies Culminating Activity

Evidence of Success

Entrepreneurship Skills:

B Student understands the personal traits/behaviors associated with successful entrepreneurial performance.

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.

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.

D Student understands concepts, strategies, and systems needed to interact effectively with others.

E Student understands concepts and procedures needed for basic computer operations.

H Student understands concepts and strategies needed for career exploration, development, and growth.

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Culminating AssessmentCulminating 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

Technical Skills Performance AssessmentLinks and Other Resources

Links and Other Resources:

Related Websites:

Advanced Distributed Learningwww.adlnet.org

America's Career InfoNetwww.acinet.org

American Hotel and Lodging Associationwww.ahma.com

America's Job Bankwww.ajb.org

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America's Service Locatorwww.servicelocator.org

A*S*K Institutewww.ASKInstitute.org

CareerOneStopwww.careeronestop.org

Career Voyageshttp://www.careervoyages.gov/index.cfm

Employment & Training Administrationwww.doleta.gov

The Job Accommodation Network (JAN)http://www.jan.wvu.edu

Marketing Education Associationwww.nationalmea.org

Marketing Education Resource Teaching Citewww.marketingteacher.com

Marketing Education Reviewwww.marketingeducationreview.com

Marketing Education Teaching Ideaswww.knowthis.com/academic/marketinged.htm

MBA Research and Curriculum Centerwww.mark-ed.org

Monthly Labor Review Online: Labor Force Archiveshttp://www.bls.gov/opub/mlr/indexL.htm#Labor force

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National DECAwww.deca.org

National Restaurant Associationwww.restaurant.org

National Retail Federationwww.nrf.com

Occupational Information Networkwww.doleta.gov/programs/onet

Office of Disability Employment Policywww.dol.gov/odep

Pathways to Successhttp://careertech.k12.wv.us/pathwaystosuccess/

U.S. Department of Labor in the 21st Centuryhttp://www.dol.gov/

West Virginia Career and Technical Educationhttp://careertech.k12.wv.us/

West Virginia Earn A Degree Graduate Early (EDGE)http://www.wvtechprep.wvnet.edu/edge.htm

Workforce West Virginiahttps://www.workforcewv.org/

www.cruising.org

www.ateaseinc.com

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ContactsContacts: 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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