The Internet has transformed how businesses conduct their activities and how consumers go about buying products. This textbook aims to provide a way of conceptualizing how to do marketing online and a strategic framework to do so.

This project is a fun way for students to think about the four elements of the marketing mix through research of a product/service and breaking it down to examine each element.

“The internet is becoming the town square for the global village of tomorrow'”. – Bill Gates.
The internet and other information technologies have created many interesting and
innovative ways to provide customer value since its inception in 1969. Web sites for
marketing communication and customer support; one-to-one communication to many
different receiving devices; consumer behavior insights based on offline and online data combination; inventory optimization through CRM-SCM integration; a single-minded focus on ROI and associated performance metrics are all important strategies. The social media provide perfect platforms for connecting with today’s consumer: High readership blogs, social networks (such as Facebook and LinkedIn), and online communities (such as YouTube, Twitter and Second Life), gave consumers the opportunity to be heard in large numbers, and smart marketers have learned how to tap into these “citizen journalists” for improving products and marketing communication.

This lesson was made for use in a business classroom to teach the concept of economic utility.

Students analyze an assortment of popular inventions to determine whom they are intended to benefit, who has access to them, who might be harmed by them, and who is profiting by them. Then they re-imagine the devices in a way that they believe would do more good for humanity. During the first 90-minute class period, they evaluate and discuss designs in small groups and as a class, examining their decision-making criteria. Collectively, they decide upon a definition of "ethical" that they use going forward. During the second period, students apply their new point-of-view to redesign popular inventions (on paper) and persuasively present them to the class, explaining how they meet the class standards for ethical designs. Two PowerPoint® presentations, a worksheet and grading rubric are provided.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.

ACCOMPLISHMENTS

Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

In this lesson, students will meet in groups, read some background information about characters, and create a shared page for the character they will represent at the American Dream Convention.

This course clarifies key marketing concepts, methods, and strategic issues relevant for start-up and early-stage entrepreneurs. At this course, there are two major questions:

Marketing Question: What and how am I selling to whom?
New Venture Question: How do I best leverage my limited marketing recourses?

Specifically, this course is designed to give students a broad and deep understanding of such topics as:

What are major strategic constraints and issues confronted by entrepreneurs today?
How can one identify and evaluate marketing opportunities?
How do entrepreneurs achieve competitive advantages given limited marketing resources?
What major marketing/sales tools are most useful in an entrepreneurial setting?

Because there is no universal marketing solution applicable to all entrepreneurial ventures, this course is designed to help students develop a flexible way of thinking about marketing problems in general.

This course outlines the practical and tactical ins and outs of how to sell technical products to a sophisticated marketplace. How to build and manage a sales force; building compensation systems for a sales force, assigning territories, resolving disputes, and dealing with channel conflicts. Focus on selling to customers, whether through a direct salesforce, a channel salesforce, or building an OEM relationship.

In the market segmentation of festival attendees’ application activity, students will review a mini-lecture material related to market segmentation, target marketing, and event positioning. Students will then apply the concepts of marketing segmentation, target marketing, and event positioning by analyzing data collected from an international music festival to establish the target market of the international music festival.

This lesson focuses on how food packages are designed and made. Students will learn three of the main functions of a food package. They will learn what is necessary of the design and materials of a package to keep food clean, protect or aid in the physical and chemical changes that can take place in a food, and identify a food appealingly. Then, in the associated activity, the students will have the opportunity to become packaging engineers by designing and building their own food package for a particular type of food.

An introductory textbook in business that covers a variety of topics: The Foundations of Business, Economics and Business, Ethics and Social Responsibility, Business in a Global Environment, Forms of Business Ownership, Entrepreneurship: Starting a Business, Management and Leadership, Structuring Organizations, Operations Management, Motivating Employees, Managing Human Resources, Union/Management Issues, Marketing: Providing Value, Accounting and Financial Information, and Personal Finances.

This course pairs faculty-mentored student teams with enterprises on the front lines of health care delivery in sub-Saharan Africa and South Asia. To tackle specific barriers identified by each partnering organization, the course is built around custom-designed projects in strategy, business model innovation, operations, marketing, and technology. Class sessions include interactive cases, practical exercises, and lively conversations with experts, all designed to support project work before, during, and after the intensive two-week onsite collaboration with entrepreneurs, leaders, staff, and stakeholders in the setting. Course assignments include a portfolio of host deliverable, a foundational toolkit designed to support each project, and a distillation of learning from the field.
Acknowledgements
Special thanks is given to Imperial Health Sciences, Unjani Clinic and L V Prasad Eye Institute for allowing their organizations to be featured in the sample student projects on this course site.

Students learn basic marketing concepts and use professional marketing techniques to compose an advertisement for a hybrid vehicle. In the process, they learn the principles of comparative analysis.

A grocery store marketing tour I developed for my 10-year-old nephew after noticing that he was interested in how money (particularly buying/selling) worked. The tour took about 1 hour and then about 15-30 minutes for him to pick and purchase the items he wanted with the $10 I gave him. The information in this guide is a compilation of industry stories from primary and secondary sources. I encourage you to do your own research to confirm the accuracy of these stories.I also encourage you to use this as a guide and be ready to adapt and use different examples, different products, etc. depending on what the student is engaging with and what is available at your local grocery store. 

This project aims to teach college students, who have English as a second language with a B2 level, about marketing strategies and promotion. The content objectives focus on developing students' understanding of marketing strategies, promoting their ability to write effective promotions, and enabling them to create interactive websites or social media campaigns for promoting products or services. Additionally, the language objectives aim to enhance students' marketing and advertising vocabulary, practice summarizing guidelines for successful marketing using appropriate language, and deliver presentations to the class using clear and concise marketing language. Throughout the project, students will engage in hands-on activities to apply their knowledge and skills in the field of marketing.

This course introduces the role of marketing in business and other organizations. Basic theory and terminology are examined with emphasis on the major components of marketing: product, price, promotion, and distribution.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"In the past 30 years, the number of children who are overweight or obese has increased by nearly 50 percent. Ads for sugary cereals, soda, and other junk foods are thought to contribute to this rise, but few studies have directly measured how much marketing children see in a typical day. Now, using wearable cameras, researchers in New Zealand have done just that, finding that marketing for unhealthy foods outnumbers that for healthy foods by more than 2 to 1. The scientists recruited children attending various schools in Wellington to wear a small camera, or Kids’Cam, that would take snapshots every 7 seconds to capture marketing exposures. The students were about 12 years old and came from different socioeconomic and ethnic backgrounds. Recording lasted for four days, starting on a Thursday to cover both schooldays and weekends. The team reviewed all of the images from the 168 participants, coding each image for any food marketing..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.