Marketing Professional Sales Entrepreneurship/ Self-Employment · M a r k e t i n g , S a l e s, a n d S e r v i c e s Marketing Professional Sales Entrepreneurship/ Self-Employment

Mar

ketin

g, Sales, and Services

Marketing Professional Sales

Entrepreneurship/Self-Employment

California Career Technical Education Model Curriculum Standards

Table of ContentsMarketing, Sales, and Services

Overview ............................................................................................................................................ iii

California Standards for Career Ready Practice ........................................................................... vi

Sector Description .............................................................................................................................1

Knowledge and Performance Anchor Standards ............................................................................2

1.0 Academics ..........................................................................................................................................2

2.0 Communications ...............................................................................................................................2

3.0 Career Planning and Management ..............................................................................................2

4.0 Technology .........................................................................................................................................3

5.0 Problem Solving and Critical Thinking .......................................................................................3

6.0 Health and Safety ............................................................................................................................3

7.0 Responsibility and Flexibility ........................................................................................................4

8.0 Ethics and Legal Responsibilities .................................................................................................4

9.0 Leadership and Teamwork ..............................................................................................................5

10.0 Technical Knowledge and Skills ....................................................................................................5

11.0 Demonstration and Application ...................................................................................................6

Pathway Standards ............................................................................................................................7

A. Marketing Pathway .............................................................................................................................7

B. Professional Sales Pathway ............................................................................................................ 11

C. Entrepreneurship/Self-Employment Pathway ............................................................................13

Academic Alignment Matrix ..........................................................................................................16

Contributors .....................................................................................................................................29

References ........................................................................................................................................30

MSS | California Career Technical Education Model Curriculum Standardsii

Overview

The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use as a complete document or for access to individual industry sectors and pathways. The document includes Standards for Career Ready Practice—which describe the knowledge and skills that students need prior to entering a career technical education program—as part of the career technical educa-tion sequence or as integrated elements of other course work in preparation for careers and college.

Each of the 15 industry sector sections includes a description, anchor standards, pathway standards, and an academic alignment matrix. The standards can be adjusted to be part of the curriculum (grades seven through twelve), provided through adult education, or included in community col-lege programs. The document also lists the representatives who participated in each sector’s content development and the references that were consulted to revise the CTE standards.

Standards for Career Ready PracticeCalifornia’s Standards for Career Ready Practice, which follow this overview, are based on the Career Ready Practices of the Common Career Technical Core (CCTC), a state-led initiative sponsored by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc):

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. (NASDCTEc 2012, 2)

California’s 12 Standards for Career Ready Practice align with the state’s CTE anchor standards and reflect the expectations from business and industry, labor and community organizations, and second-ary and postsecondary education representatives from 42 participating states.

Anchor StandardsThe 11 anchor standards build on the Standards for Career Ready Practice and are common across the 15 industry sectors. Content for these standards was drawn from several documents: “Preparing Students for the 21st Century Economy” (American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills 2010); How Should Colleges Prepare Students to Succeed in Today’s Global Economy? (Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006); “Importance of Skills and Knowledge for College and Career Readiness,” from The MetLife Survey of the American Teacher: Preparing Students for College and Careers (MetLife, Inc. 2011); and Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board et al. 2006).

Each anchor standard is followed by performance indicators using action verbs from the Beyond Knowledge Construct, presented in a hierarchical progression of simple tasks to more complex tasks. Performance indicators provide guidance for curriculum design and standards measurement.

|Marketing, Sales, and Services MSS iii

MSS | California Career Technical Education Model Curriculum Standards

The industry-sector anchor standards have been customized with selected additions to better reflect the needs and special conditions of each industry sector.

Anchor Standard 1 (Academics) guides users to sector-specific core academic standards related to each industry sector, which are listed in the alignment matrix at the end of each sector section. Anchor standards 2–10 are deliberately aligned with one of the Common Core English language arts standards, using similar language demonstrating the natural connections between the two subjects. Anchor Standard 11 (Demonstration and Application) highlights classroom, laboratory, and workplace learning specific to the individual sector and pathways.

Pathway StandardsAll 15 industry sectors contain multiple pathways. In order to be identified and listed for an industry sector, each pathway had to meet the following criteria:

• unique to an industry sector

• has an occupational focus

• consistent in size and scope

• composed of similar functions

• inclusive of all aspects of the industry

• includes 8–12 pathway-specific standards

• demonstrates sequence potential

• reasonable and appropriate for high school

• leads to high-skill, high-wage, or high-demand jobs

• sustainable and viable over the next 10 years

Academic Alignment MatrixEach sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard.

The alignment matrices include the subjects of Common Core English language arts and mathemat-ics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes.

iv

Marketing, Sales, and Services | MSS

ImplementationThe Standards for Career Ready Practice can be integrated with a course or incorporated into several courses over multiple school years (grades seven through twelve). The practices are expectations for all students, whether they are enrolled in a CTE program or following a more generalized course sequence. It is expected that all students who exit high school will be proficient in these practices.

The anchor standards are the basis for each of the pathways within each sector. These standards are designed to assist with the development of course curricula and instructional lesson plans; they describe what is to be taught and measured. In most cases, the teacher determines the sequence and strategies to be used to meet the needs of the student population he or she is serving.

The performance indicators that follow each standard offer guidance for both course design and student assessment. They are intended to guide course work as it is developed. The pathways organize the standards with a career focus, but they are not designed to be offered as single courses. Rather, the standards from each pathway are collected and organized into a sequence of learning. To meet local demands of business and industry and particular student populations, standards can be collected from more than one sector to create a course.

Using the academic alignment matrices as a resource, academic and CTE teachers can see where enhancements and support for both sets of standards can be initiated. CTE teachers can quickly iden-tify academic standards that have a substantial relationship to their instruction. Likewise, academic teachers can specify individual academic standards and quickly identify related CTE standards, which will assist them in incorporating application and technology in their curricula and lessons.

The CTE Model Curriculum Standards are intended to serve the entire education community—from middle schools and high schools to postsecondary colleges and career training programs. A major aim of these standards is to prepare students for postsecondary education and training and to help them make a smooth transition into the workforce. In order for both the people and the economy of Cali-fornia to prosper, it is essential for all students to emerge from schools ready to pursue their career and college goals. Equipping all high school students with the knowledge and skills necessary to plan and manage their education and careers throughout their lives will help to guarantee these important outcomes. Strong CTE programs will continue to provide important educational opportunities to assist students as they pursue their dreams and strive for economic prosperity. The CTE Model Curriculum Standards are a resource for educators and the business world for ensuring high-quality CTE learning experiences and improved student outcomes in the twenty-first-century economy.

v


California Standards for Career Ready Practice

Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-ready student needs in order to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource to CTE and academic teachers designing curricula and lessons in order to teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.

1. Apply appropriate technical skills and academic knowledge.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calcu-lating measures, and other work-related practices.

2. Communicate clearly, effectively, and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-ers who speak clearly and with purpose, and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.

3. Develop an education and career plan aligned with personal goals.Career-ready individuals take personal ownership of their own educational and career goals and man-age their individual plan to attain these goals. They recognize the value of each step in the educa-tional and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.

4. Apply technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquir-ing and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.

vi

Marketing, Sales, and Services | MSS vii

5. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.

6. Practice personal health and understand financial literacy.Career-ready individuals understand the relationship between personal health and workplace per-formance. They contribute to their personal well-being through a healthy diet, regular exercise, and mental health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.

7. Act as a responsible citizen in the workplace and the community.Career-ready individuals understand the obligations and responsibilities of being a member of a com-munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.

8. Model integrity, ethical leadership, and effective management.Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on produc-tivity, morale, and organizational culture.

9. Work productively in teams while integrating cultural and global competence.Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interac-tion. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.

10. Demonstrate creativity and innovation.Career-ready individuals recommend ideas that solve problems in new and different ways and con-tribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.


11. Employ valid and reliable research strategies.Career-ready individuals employ research practices to plan and carry out investigations, create solu-tions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.

12. Understand the environmental, social, and economic impacts of decisions.Career-ready individuals understand the interrelated nature of their actions and regularly make deci-sions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization.

Note: As stated previously, California’s Standards for Career Ready Practice are based on the CCTC Career Ready Practices posted at https://careertech.org/ (accessed June 8, 2016).

viii

https://careertech.org/


Marketing, Sales, and Services

Sector DescriptionThe Marketing, Sales, and Services sector is designed to align career-path course

work with current and projected employment opportunities. There is a basic

business foundation in this sector: marketing and innovation are two major

competitive issues for business today. Marketing includes the processes and

techniques of identifying, promoting, and transferring products or services

to consumers and is a function of almost every business. It exists within an

environment of rapidly changing technology, interdependent nations and

economies, and increasing demands for ethical and social responsibility.

The three pathways in this sector (Marketing, Professional Sales, and

Entrepreneurship/Self-Employment) emphasize training to meet the growing

need for marketing professionals with skills in communication, small business,

self-employment, advertising, marketing strategies, product and service

management, and promotion and selling concepts. These pathways provide

a firm foundation for advanced education, entry to a career, and success in the

global marketplace. All industry sectors include entrepreneurship and marketing,

and therefore students in the Marketing, Sales, and Services sector have

a variety of career options.

1


Marketing, Sales, and ServicesKnowledge and Performance Anchor Standards

1.0 AcademicsAnalyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Marketing, Sales, and Services academic alignment matrix for identification of standards.

2.0 CommunicationsAcquire and accurately use Marketing, Sales, and Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6)

2.1 Recognize the elements of communication using a sender–receiver model.

2.2 Identify barriers to accurate and appropriate communication.

2.3 Interpret verbal and nonverbal communications and respond appropriately.

2.4 Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.

2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.

3.0 Career Planning and ManagementIntegrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SLS 11-12.2)

3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.

3.2 Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.

3.3 Explore how information and communication technologies are used in career planning and decision making.

3.4 Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.

3.5 Integrate changing employment trends, societal needs, and economic conditions into career planning.

3.6 Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.

3.7 Recognize the importance of small business in the California and global economies.

3.8 Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.

3.9 Develop a career plan that reflects career interests, pathways, and postsecondary options.

2


4.0 TechnologyUse existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Marketing, Sales, and Services sector workplace environment. (Direct alignment with WS 11-12.6)

4.1 Use electronic reference materials to gather information and produce products and services.

4.2 Employ Web-based communications responsibly and effectively to explore complex systems and issues.

4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.

4.4 Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.

4.5 Research past, present, and projected technological advances as they impact a particular pathway.

4.6 Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.

5.0 Problem Solving and Critical ThinkingConduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Marketing, Sales, and Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with WS 11-12.7)

5.1 Identify and ask significant questions that clarify various points of view to solve problems.

5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.

5.3 Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.

5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.

6.0 Health and SafetyDemonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Market-ing, Sales, and Services sector workplace environment. (Direct alignment with RSTS 9-10, 11-12.4)

6.1 Locate and adhere to Material Safety Data Sheet (MSDS) instructions.

6.2 Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.

6.3 Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.

6.4 Practice personal safety when lifting, bending, or moving equipment and supplies.

3


6.5 Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.

6.6 Maintain a safe and healthful working environment and practice risk management to ensure security and to prevent loss of property.

6.7 Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).

7.0 Responsibility and FlexibilityInitiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment with SLS 9-10, 11-12.1)

7.1 Recognize how financial management impacts the economy, workforce, and community.

7.2 Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.

7.3 Understand the need to adapt to changing and varied roles and responsibilities.

7.4 Practice time management and efficiency to fulfill responsibilities.

7.5 Apply high-quality techniques to product or presentation design and development.

7.6 Demonstrate knowledge and practice of responsible financial management.

7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.

7.8 Explore issues of global significance and document the impact on the Marketing, Sales, and Services sector.

8.0 Ethics and Legal ResponsibilitiesPractice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organiza-tional norms. (Direct alignment with SLS 11-12.1d)

8.1 Access, analyze, and implement quality assurance standards of practice.

8.2 Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Marketing, Sales, and Services industry sector.

8.3 Demonstrate ethical and legal practices consistent with Marketing, Sales, and Services sector workplace standards.

8.4 Demonstrate the importance of truthfulness, honesty, and quality in the Marketing, Sales, and Services sector.

8.5 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.

8.6 Analyze organizational culture and practices within the workplace environment.

4


8.7 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.

8.8 Conform to rules and regulations regarding sharing of confidential information, as determined by Marketing, Sales, and Services sector laws and practices.

9.0 Leadership and TeamworkWork with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the DECA career technical student organization. (Direct alignment with SLS 11-12.1b)

9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.

9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-tion, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.

9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.

9.4 Explain how professional associations and organizations and associated leadership develop-ment and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.

9.5 Understand that the modern world is an international community and requires an expanded global view.

9.6 Respect individual and cultural differences and recognize the importance of diversity in the workplace.

9.7 Participate in interactive teamwork to solve real Marketing, Sales, and Services sector issues and problems.

10.0 Technical Knowledge and SkillsApply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with WS 11-12.6)

10.1 Interpret and explain terminology and practices specific to the Marketing, Sales, and Services sector.

10.2 Comply with the rules, regulations, and expectations of all aspects of the Marketing, Sales, and Services sector.

10.3 Construct projects and products specific to the Marketing, Sales, and Services sector requirements and expectations.

10.4 Collaborate with industry experts for specific technical knowledge and skills.

10.5 Integrate the marketing information management concepts, systems, and tools needed to obtain, evaluate, and disseminate information for use in making marketing decisions.

5


10.6 Employ the financial concepts used in making marketing decisions.

10.7 Assess the product and service management concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunities.

10.8 Understand how promotion concepts and strategies including advertising, sales promotion, public relations, and personal selling, are used to communicate information about products, services, images, and ideas to achieve a desired outcome.

10.9 Illustrate the methods used to determine client needs and desires and respond with selling concepts including planned, personalized communication that influences purchase decisions and enhances future business opportunities.

10.10 Compare the distribution concepts and processes needed to move, store, locate, and transfer ownership of goods or services.

10.11 Apply the pricing concepts and strategies used to maximize return and meet customers’ perceptions of value.

10.12 Identify city, county, and state certificates and licensures required to conduct business.

10.13 Identify the techniques and strategies used to foster positive, ongoing relationships with customers and the importance of customer service to the business’ bottom line.

10.14 Employ the concepts, processes, and skills associated with identifying new ideas, opportunities, and methods and with creating or starting a new project or venture.

10.15 Communicate the economic principles and concepts fundamental to business operations and the importance of marketing in a global economy. (Economics)

11.0 Demonstration and ApplicationDemonstrate and apply the knowledge and skills contained in the Marketing, Sales, and Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the DECA career technical student organization.

11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowl-edge and skills gained during classroom instruction and laboratory practices specific to the Marketing, Sales, and Services sector program of study.

11.2 Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.

11.3 Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.

11.4 Employ entrepreneurial practices and behaviors appropriate to Marketing, Sales, and Services sector opportunities.

11.5 Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.

6


Marketing, Sales, and ServicesPathway Standards

A. Marketing PathwayUsing both creative and systems processes, develop marketing concepts and principles and their practical application in marketing and management. Subject matter includes market research, economics, marketing budgets, creative development and design, and marketing foundations/ functions with emphasis on public relations, advertising, branding, promotion, product/service management, pricing and distribution. Specialized programs of study in this field may include sports marketing, hospitality marketing, advertising or market research.

Sample occupations associated with this pathway:

Advertising Account Representative

Advertising Sales Manager

Market Research Analyst

Marketing Manager

Public Relations Specialist

A1.0 Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions.

A1.1 Describe current business and marketing trends.

A1.2 Describe tools, techniques, systems used to plan, staff, lead and organize in human resources.

A1.3 Explain the role of business and society.

A1.4 Compare and contrast advantages and disadvantages of business ownership.

A1.5 Evaluate governmental and trade regulations affecting business and marketing efforts.

A1.6 Explore ways technology impacts business competitiveness.

A1.7 Examine management styles and the role of management in marketing.

A1.8 Assess the importance of leadership and management in the multicultural environment.

A1.9 Use digital and graphic design in creation of advertising.

A2.0 Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts.

A2.1 Describe the nature of current economic problems and challenges.

A2.2 Explain the concept of economic resources.

A2.3 Explain the principles of supply and demand.

A2.4 Explain the role of profit as an incentive in a market economy.

A2.5 Determine forms of economic utility created by marketing activities.

A2.6 Determine factors affecting business risk.

A2.7 Examine the causal relationship between scarcity and choices.

A2.8 Distinguish between economic goods and services.

7


A2.9 Explore the relationship of government and business.

A2.10 Compare and contrast various economic systems.

A2.11 Analyze the impact of organized labor and/or divisions of labor on productivity.

A2.12 Measure current economic conditions.

A2.13 Assess the impact of cultural and social environments on world trade and marketing.

A3.0 Demonstrate the importance of legal, ethical and financial issues in business marketing decisions.

A3.1 Describe sources for financing businesses.

A3.2 Describe the use of technology in the financing function.

A3.3 Define the significance of ethical behavior in the workplace.

A3.4 Explain the nature and scope of financing.

A3.5 Identify and analyze the risks associated with obtaining business credit.

A3.6 Examine legal issues affecting business such as trade, environmental, personnel, truth in advertising, and workplace regulations.

A3.7 Analyze the critical relationships between the banking and marketing industries.

A4.0 Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions.

A4.1 Identify considerations in planning and implementing marketing strategies.

A4.2 Demonstrate the role of technology in marketing information systems.

A4.3 Explain the nature of sales forecasting.

A4.4 Explain why beginning with quality market research is more likely to ensure success.

A4.5 Assess marketing information needs.

A4.6 Compare and contrast tools for conducting and analyzing marketing research.

A4.7 Analyze the role of ethics as it relates to marketing information management.

A4.8 Assess global trends and opportunities.

A4.9 Conduct competitive analysis.

A4.10 Set a marketing budget.

A4.11 Develop a marketing campaign and write a marketing plan.

A5.0 Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations.

A5.1 Explain the nature and scope of product/service management.

A5.2 Demonstrate an understanding of the importance of ensuring quality of products and services.

A5.3 Assess the needs of product/service management.

8


A5.4 Evaluate the types of product/service management.

A5.5 Evaluate the importance of the product mix.

A5.6 Analyze factors marketers use to position products and businesses such as branding, packaging, labeling, legal considerations, product life cycle and management techniques for each level of the life cycle, purchasing functions.

A5.7 Analyze how creativity, compelling communication and design, positioning, and target marketing effectively reach customers.

A6.0 Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services.

A6.1 Recognize the logistics of product delivery and importing and exporting products and services.

A6.2 Determine the uses of information systems in the order fulfillment process.

A6.3 Determine the effects of government regulations on stock handling techniques and warehousing.

A6.4 Explore the functions of the shipping and receiving process in the success of the distribution function.

A6.5 Explain the nature of channel member relationships.

A6.6 Evaluate legal and ethical considerations in the distribution process.

A6.7 Evaluate the types of inventory controls.

A6.8 Predict how customer service relationships can affect the distribution process.

A7.0 Demonstrate an understanding of product and institutional promotion through advertis-ing, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome.

A7.1 Describe the types of promotion.

A7.2 Recognize legal and ethical considerations in promotion.

A7.3 Understand important promotional strategies for communicating information about products, services, images, and ideas in an e-commerce environment.

A7.4 Explain the role of promotion.

A7.5 Explain the importance of public relations.

A7.6 Summarize the effectiveness of different types of advertising media.

A7.7 Coordinate activities in the promotional plan.

A7.8 Differentiate between publicity, public relations and advertising.

A7.9 Discern between the major types of sales promotion.

A7.10 Assess the importance of and differences between the creative processes and the management processes involved in marketing.

9


A8.0 Demonstrate an understanding of the process of establishing and communicating the value or cost of goods and services, the nature and scope of pricing concepts, and the strategies and outcomes of pricing.

A8.1 Understand the nature, scope and factors affecting the pricing function.

A8.2 Develop a foundational knowledge of pricing to understand its role in the marketing.

A8.3 Explain the role of business ethics and legal considerations in pricing as well as the importance of a reputation for honesty in communication and for quality products.

A8.4 Connect the use of technology in the pricing function.

A8.5 Employ pricing strategies to determine prices.

10



B. Professional Sales PathwayDevelop knowledge and skills in the theory and practice of sales designed to provide a professional foundation to those involved in personal selling careers, including the fundamentals of personal selling with an emphasis on customer behavior, persuasive presentation of ideas, products and services, and developing sales goals.


Customer Service Representative

Retail Salesperson

Sales Manager

Real Estate Broker

Fashion buyer

B1.0 Understand the interrelationships between economic and marketing concepts and selling.

B1.1 Define the role of selling in the national economy.

B1.2 Determine economic indicators that affect selling.

B1.3 Evaluate the impact of the international economic climate and international trade on selling.

B2.0 Analyze and evaluate legal, moral, and ethical issues affecting selling and sales management.

B2.1 Identify legal aspects of sales contracts and warranties.

B2.2 Recognize legal aspects of standardization, grading, and labeling options.

B2.3 Understand legal aspects pertaining to advertising and pricing.

B2.4 Analyze ethical responsibilities in relationships with sales personnel, customer/clients, competitors, and vendors.

B3.0 Analyze customer/client behavior in the selling process.

B3.1 Define and predict buying motives in the customer’s decision-making process.

B3.2 Differentiate between each stage of the customer buying process.

B3.3 Explain the importance of customer service and explain communication techniques.

B3.4 Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue.

B3.5 Resolve contradictions when possible.

B3.6 Determine what additional information and/or research is required to deepen the investigation or complete the task.

B3.7 Defend why quality customer service translates into a competitive edge in marketing efforts.

11


B4.0 Understand the nature and scope of the functions associated with personal and business sales strategies, product knowledge, support activities, and management of selling techniques.

B4.1 Explain the main characteristics of a successful salesperson including; listening, verbal and written communication skills, product knowledge, customer connection, trust worthiness, and power of persuasion.

B4.2 Demonstrate steps of sales and techniques used in the selling process.

B4.3 Apply techniques used by salespeople to enhance selling potential and customer satisfaction.

B4.4 Compare and contrast selling strategies for wholesale and retail environments.

B4.5 Differentiate between each stage of the customer buying process.

B4.6 Obtain and analyze product and service information to facilitate the selling process.

B5.0 Examine different types of sales pathways.

B5.1 Compare retail and wholesale sales methods.

B5.2 Discuss telemarketing sales techniques.

B5.3 Examine Internet sales.

B6.0 Analyze the support activities of sales staff and management.

B6.1 Assess the responsibilities of building, training, and evaluating a sales staff.

B6.2 Examine methods of compensation for a sales staff.

B7.0 Complete a strategic plan that includes establishing individual and company sales goals to guide the activities of the sales staff.

B7.1 Apply methods for motivating and evaluating sales staff.

B7.2 Practice various approaches for organizing a sales staff and leading a sales force to maximize effectiveness.

B7.3 Track sales figures, and prepare sales reports to analyze sales in relation to a sales plan.

B8.0 Access and use marketing information to enhance sales opportunities and activities.

B8.1 Identify sources of demographic data for sales and business planning.

B8.2 Use personal sales information to guide business activities.

B8.3 Analyze and use data to identify potential customers and locations for business expansion.

B8.4 Track consumer spending trends, and analyze data to forecast sales, predict economic conditions, and guide business activities.

B8.5 Research consumers’ needs and wants to identify product/service gaps and to develop, maintain, and improve, products and services.

12



C. Entrepreneurship/Self-Employment PathwayDevelop knowledge and skills common to entrepreneurs and entrepreneurship, including the human characteristics vital for entrepreneurial thinking in a twenty-first-century global world. Entrepre-neurial thinking may be applied to all industry sectors. The performance indicators provide business knowledge and skills required for entrepreneurs, as well as intangible skills and knowledge such as creativity and innovation skills.


Business Owner

Consultant

Insurance Broker

Meeting/Event Planner

Travel Agent

C1.0 Define the role the entrepreneur plays in the free-enterprise system.

C1.1 Understand the role and importance of entrepreneurship and small business in the economy.

C1.2 Understand the part government plays in the free-enterprise system and its impact on small businesses.

C1.3 Know how scarcity and allocation affect small businesses.

C1.4 Demonstrate the relationship between supply and demand and pricing and production.

C1.5 Evaluate the importance of economic measurements and the factors used to calculate it.

C1.6 Explore the impact of cultural and social environments on global trade.

C2.0 Analyze the development of successful personal entrepreneurial traits.

C2.1 Define and identify the following entrepreneurial characteristics: adaptability, competi-tiveness, confidence, discipline, perseverance, vision and risk taking.

C2.2 Analyze strengths and weaknesses of self in terms of entrepreneurial success.

C2.3 Deconstruct the reasons for success of key entrepreneurs.

C2.4 Explore the rationale of why, historically, the United States and California have been leaders in innovation and small-business ventures.

C3.0 Understand the basic aspects of entrepreneurship.

C3.1 Know the risk management principles associated with small-business ownership.

C3.2 Compare the different types of business ownership and the advantages and disadvan-tages of owning and managing a small business.

C3.3 Understand differentiation and creating a unique product/service.

C3.4 Examine current trends that provide both domestic and global opportunities for entrepreneurs.

13


C3.5 Identify and analyze ethical and social responsibilities of a successful small business.

C3.6 Analyze a proposed business situation and its potential market.

C3.7 Compare and contrast starting a new business versus buying an existing business.

C4.0 Develop creative and innovative thinking skills that apply to entrepreneurship and the products/services created.

C4.1 Define terms to develop the creative process such as originality, flexibility, brain storming, modification, associative and metaphorical thinking.

C4.2 Develop creative thinking in order to stimulate curiosity and promote divergence.

C4.3 Defend why failure is an opportunity to learn and to understand that creativity and innovation are a long-term and cyclical process of successes and mistakes.

C4.4 Explore recognized creative-minded individuals and their products and services.

C4.5 Defend why competitiveness depends on innovation.

C4.6 Create and design potential innovative twenty-first-century products and services.

C5.0 Evaluate leadership styles and management functions for the small business.

C5.1 Describe how cultural/ethnic/generational differences affect interpersonal interactions/ communications within a business structure.

C5.2 Define the four management functions: planning, organizing, staffing, and controlling.

C5.3 Compare and contrast leadership styles and characteristics.

C5.4 Distinguish the roles of support staff, supervisors, and managers in achieving financial goals.

C6.0 Demonstrate an understanding of the elements and purpose of business and strategic planning in entrepreneurship.

C6.1 Identify and explain the components of a business plan.

C6.2 Define terms necessary for creating a business plan such as return on investment, target markets, and demographics.

C6.3 Conduct market research by using a variety of methods.

C6.4 Compare and contrast sample business plans, identifying strengths and weaknesses.

C6.5 Synthesize all elements into an original business plan.

C7.0 Identify strategies for business startup and growth.

C7.1 Identify mission and purpose.

C7.2 Identify factors for business expansion.

C7.3 Develop core values.

C7.4 Develop a vision statement.

C7.5 Evaluate advantages and disadvantages of business locations.

14


C7.6 Assess barriers to startup.

C7.7 Create an exit strategy.

C8.0 Understand financial planning, reports, and projections.

C8.1 Identify startup costs.

C8.2 Understand the relationship between supply and demand and pricing and production.

C8.3 Research sources of capital.

C8.4 Formulate pricing strategies for goods and services for a small business.

C8.5 Project annual and monthly business income and expenses.

C8.6 Calculate financial projection sales, income, expenses, and taxes.

C8.7 Construct a financial plan.

C9.0 Understand effective marketing of a small business.

C9.1 Identify target markets, competition, and customer profiles.

C9.2 Know the components of a promotional plan (e.g., advertising, public relations, sales promotion) and how the plan is used to achieve a stated outcome.

C9.3 Identify the selling techniques used to aid customers and clients in making buying decisions.

C9.4 Understand how products and services are conceived, developed, maintained, and improved.

C9.5 Use market research to develop strategies for marketing products or services in a small business.

C9.6 Create an effective marketing plan including current social media, viral marketing, and other technologies.

C10.0 Identify and evaluate technology used by entrepreneurs.

C10.1 Examine the effect of technology in a small business for a multichannel approach.

C10.2 Explore technology related to global commerce—cultural differences, foreign currencies, and logistics.

C11.0 Understand the role of human resources in a successful small business.

C11.1 Identify the role of human resources in selection, training, and evaluation of employees.

C11.2 Identify government regulations (federal, state, and local) that affect small business.

C11.3 Recognize various types of taxes that affect a small business.

C11.4 Understand policies and laws regarding harassment, nondiscrimination, and safety.

C11.5 Develop job descriptions.

C11.6 Plan compensation and benefit options.

15


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

En

trep

rene

ursh

ip a

nd

Sale

sSe

lf-Em

ploy

men

t

ENGL

ISH

LAN

GUAG

E A

RTS

Lang

uage

Sta

ndar

ds –

LS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11-1

2.1.

Dem

onst

rate

com

man

d of

the

con

vent

ions

of s

tand

ard

Engl

ish

gram

mar

and

usa

ge w

hen

A1.0

, A2.

0, A

3.0,

B3

.0, B

4.0,

B5.

0,

C2.0

, C3.

0, C

4.0,

C5.

0,

writ

ing

or s

peak

ing.

A4.0

, A5.

0, A

6.0,

B7

.0C6

.0, C

7.0,

C9.

0, C

11.0

A7.0

, A8.

0

11-1

2.2.

Dem

onst

rate

com

man

d of

the

con

vent

ions

of s

tand

ard

Engl

ish

capi

taliz

atio

n,

C4.0

, C6.

0, C

7.0,

C9.

0,

A4.0

, A7.

0B7

.0pu

nctu

atio

n, a

nd s

pelli

ng w

hen

writ

ing.

C11.

0

11-1

2.3.

App

ly k

now

ledg

e of

lang

uage

to

unde

rsta

nd h

ow la

ngua

ge f

unct

ions

in d

iffe

rent

con

text

s,

to m

ake

effe

ctiv

e ch

oice

s fo

r mea

ning

or s

tyle

, and

to

com

preh

end

mor

e fu

lly w

hen

read

ing

or

A4.0

, A7.

0B7

.0C9

.0, C

11.0

liste

ning

.

11-1

2.4.

Det

erm

ine

or c

larif

y th

e m

eani

ng o

f unk

now

n an

d m

ultip

le-m

eani

ng w

ords

and

phr

ases

A1

.0, A

5.0

B2.0

, B3.

0, B

8.0

C5.0

, C6.

0ba

sed

on g

rade

s 11–

12 re

adin

g an

d co

nten

t, ch

oosi

ng fl

exib

ly f

rom

a r

ange

of s

trat

egie

s.

11-1

2.5.

Dem

onst

rate

und

erst

andi

ng o

f figu

rativ

e la

ngua

ge, w

ord

rela

tions

hips

, and

nua

nces

in

A4.0

, A7.

0B7

.0C7

.0, C

9.0,

C11

.0w

ord

mea

ning

s.

11-1

2.6.

Acq

uire

and

acc

urat

ely

use

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es

A1.0

, A2.

0, A

3.0,

su

ffici

ent

for r

eadi

ng, w

ritin

g, s

peak

ing,

and

list

enin

g at

the

col

lege

and

car

eer r

eadi

ness

leve

l; B3

.0, B

4.0,

B5.

0,

C2.0

, C3.

0, C

4.0,

C5.

0,

A4.0

, A5.

0, A

6.0,

de

mon

stra

te in

depe

nden

ce in

gat

herin

g vo

cabu

lary

kno

wle

dge

whe

n co

nsid

erin

g a

wor

d or

phr

ase

B7.0

C6.0

, C7.

0, C

9.0,

C11

.0A7

.0, A

8.0

impo

rtan

t to

com

preh

ensi

on o

r exp

ress

ion.

Read

ing

Stan

dard

s fo

r In

form

atio

nal T

ext

– RS

IT (

Stan

dard

Are

a, G

rade

Lev

el,

Stan

dard

#)

11-1

2.3.

Ana

lyze

a c

ompl

ex s

et o

f ide

as o

r seq

uenc

e of

eve

nts

and

expl

ain

how

spe

cific

C1

.0, C

2.0,

C4.

0, C

6.0,

A1

.0, A

2.0,

A3.

0B7

.0in

divi

dual

s, id

eas,

or e

vent

s in

tera

ct a

nd d

evel

op o

ver t

he c

ours

e of

the

tex

t.C9

.0

11-1

2.4.

Det

erm

ine

the

mea

ning

of w

ords

and

phr

ases

as

they

are

use

d in

a t

ext,

incl

udin

g fig

ura-

tive,

con

nota

tive,

and

tec

hnic

al m

eani

ngs;

ana

lyze

how

an

auth

or u

ses

and

refin

es t

he m

eani

ng o

f A1

.0, A

3.0,

A6.

0,

B2.0

, B7.

0C6

.0, C

11.0

a ke

y te

rm o

r ter

ms

over

the

cou

rse

of a

tex

t (e

.g.,

how

Mad

ison

defi

nes

fact

ion

in F

eder

alis

t No.

A7

.010

). (S

ee g

rade

11/

12 L

angu

age

stan

dard

s 4-

6 on

pag

e 46

for

add

ition

al e

xpec

tatio

ns.)

11-1

2.5.

Ana

lyze

and

eva

luat

e th

e ef

fect

iven

ess

of t

he s

truc

ture

an

auth

or u

ses

in h

is o

r her

exp

o-A3

.0, A

7.0

B7.0

sitio

n or

arg

umen

t, in

clud

ing

whe

ther

the

str

uctu

re m

akes

poi

nts

clea

r, co

nvin

cing

, and

eng

agin

g.

16


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

En

trep

rene

ursh

ip a

nd

Sale

sSe

lf-Em

ploy

men

t

Read

ing

Stan

dard

s fo

r In

form

atio

nal T

ext

– RS

IT (

Stan

dard

Are

a, G

rade

Lev

el,

Stan

dard

#)

(con

tinue

d)11

-12.

6. D

eter

min

e an

aut

hor’s

poi

nt o

f vie

w o

r pur

pose

in a

tex

t in

whi

ch t

he r

heto

ric is

par

ticu-

larly

eff

ectiv

e, a

naly

zing

how

sty

le a

nd c

onte

nt c

ontr

ibut

e to

the

pow

er, p

ersu

asiv

enes

s, o

r bea

uty

B7.0

of t

he t

ext.

11-1

2.7.

Inte

grat

e an

d ev

alua

te m

ultip

le s

ourc

es o

f inf

orm

atio

n pr

esen

ted

in d

iffe

rent

med

ia o

r A1

.0, A

2.0,

A3.

0,

B1.0

, B2.

0, B

4.0,

C1

.0, C

2.0,

C4.

0, C

6.0,

fo

rmat

s (e

.g.,

visu

ally

, qua

ntita

tivel

y) a

s w

ell a

s in

wor

ds in

ord

er t

o ad

dres

s a

ques

tion

or s

olve

a

A6.0

B5.0

, B6.

0, B

8.0

C9.0

, C10

.0pr

oble

m.

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11-1

2.1.

Writ

e ar

gum

ents

to

supp

ort

clai

ms

in a

n an

alys

is o

f sub

stan

tive

topi

cs o

r tex

ts, u

sing

B1

.0, B

2.0,

B3.

0,

valid

rea

soni

ng a

nd r

elev

ant

and

suffi

cien

t ev

iden

ce.

A4.0

, A6.

0, A

7.0

B4.0

, B5.

0, B

6.0,

C4

.0, C

6.0,

C9.

0, C

10.0

B7.0

, B8.

0

11-1

2.2.

Writ

e in

form

ativ

e/ex

plan

ator

y te

xts

to e

xam

ine

and

conv

ey c

ompl

ex id

eas,

con

cept

s, a

nd

B1.0

, B2.

0, B

3.0,

A1

.0, A

2.0,

A3.

0,

C1.0

, C2.

0, C

3.0,

C5.

0,

info

rmat

ion

clea

rly a

nd a

ccur

atel

y th

roug

h th

e ef

fect

ive

sele

ctio

n, o

rgan

izat

ion,

and

ana

lysi

s of

B4

.0, B

5.0,

B6.

0,

A5.0

, A7.

0C6

.0, C

7.0,

C8.

0, C

11.0

cont

ent.

B7.0

, B8.

0

11-1

2.3

Writ

e na

rrat

ives

to

deve

lop

real

or i

mag

ed e

xper

ienc

es o

r eve

nts

usin

g ef

fect

ive

tech

-B1

.0, B

2.0,

B3.

0,

niqu

e, w

ell-

chos

en d

etai

ls, a

nd w

ell-

stru

ctur

ed e

vent

seq

uenc

es.

A4.0

B4.0

, B5.

0, B

6.0,

B7

.0, B

8.0

11-1

2.4.

Pro

duce

cle

ar a

nd c

oher

ent

writ

ing

in w

hich

the

dev

elop

men

t, or

gani

zatio

n, a

nd s

tyle

are

A1

.0, A

2.0,

A3.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

appr

opria

te t

o ta

sk, p

urpo

se, a

nd a

udie

nce.

A4.0

, A5.

0, A

6.0,

B1

.0C5

.0, C

6.0,

C7.

0, C

8.0,

A7

.0C9

.0, C

10.0

, C11

.0

11-1

2.5.

Dev

elop

and

str

engt

hen

writ

ing

as n

eede

d by

pla

nnin

g, r

evis

ing,

edi

ting,

rew

ritin

g, o

r A1

.0, A

2.0,

A3.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

tryi

ng a

new

app

roac

h, f

ocus

ing

on a

ddre

ssin

g w

hat

is m

ost

sign

ifica

nt f

or a

spe

cific

pur

pose

and

A4

.0, A

5.0,

A6.

0,

B1.0

C5.0

, C6.

0, C

7.0,

C8.

0,

audi

ence

.A7

.0C9

.0, C

10.0

, C11

.0

11-1

2.6.

Use

tec

hnol

ogy,

incl

udin

g th

e In

tern

et, t

o pr

oduc

e, p

ublis

h, a

nd u

pdat

e in

divi

dual

or

A1.0

, A2.

0, A

3.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

sh

ared

writ

ing

prod

ucts

in r

espo

nse

to o

ngoi

ng f

eedb

ack,

incl

udin

g ne

w a

rgum

ents

or i

nfor

ma-

A4.0

, A5.

0, A

6.0,

B1

.0C5

.0, C

6.0,

C7.

0, C

8.0,

tio

n.A7

.0C9

.0, C

10.0

, C11

.0

11-1

2.7.

Con

duct

sho

rt a

s w

ell a

s m

ore

sust

aine

d re

sear

ch p

roje

cts

to a

nsw

er a

que

stio

n (in

clud

ing

A1.0

, A2.

0, A

3.0,

C1

.0, C

2.0,

C3.

0, C

4.0,

a

self-

gene

rate

d qu

estio

n) o

r sol

ve a

pro

blem

; nar

row

or b

road

en t

he in

quir

y w

hen

appr

opria

te;

A4.0

, A5.

0, A

6.0,

B1

.0C5

.0, C

6.0,

C7.

0, C

8.0,

sy

nthe

size

mul

tiple

sou

rces

on

the

subj

ect,

dem

onst

ratin

g un

ders

tand

ing

of t

he s

ubje

ct u

nder

A7

.0C9

.0, C

10.0

, C11

.0in

vest

igat

ion.

17


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

Sal

esEn

trep

rene

ursh

ip a

nd

Self-

Empl

oym

ent

Writ

ing

Stan

dard

s –

WS

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

(con

tinue

d)

11-1

2.8.

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

aut

horit

ativ

e pr

int

and

digi

tal s

ourc

es, u

sing

ad

vanc

ed s

earc

hes

effe

ctiv

ely;

ass

ess

the

stre

ngth

s an

d lim

itatio

ns o

f eac

h so

urce

in t

erm

s of

A1

.0, A

2.0,

A3.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

the

task

, pur

pose

, and

aud

ienc

e; in

tegr

ate

info

rmat

ion

into

the

tex

t se

lect

ivel

y to

mai

ntai

n th

e A4

.0, A

5.0,

A6.

0,

B1.0

, B3.

0C5

.0, C

6.0,

C7.

0, C

8.0,

flo

w o

f ide

as, a

void

ing

plag

iaris

m a

nd o

verr

elia

nce

on a

ny o

ne s

ourc

e an

d fo

llow

ing

a st

anda

rd

A7.0

C9.0

, C10

.0, C

11.0

form

at f

or c

itatio

n in

clud

ing

foot

note

s an

d en

dnot

es.

11-1

2.9.

Dra

w e

vide

nce

from

lite

rary

or i

nfor

mat

iona

l tex

ts t

o su

ppor

t an

alys

is, r

eflec

tion,

and

A1

.0, A

2.0,

A3.

0,

C1.0

, C2.

0, C

3.0,

C4.

0,

rese

arch

.A4

.0, A

5.0,

A6.

0,

B1.0

, B3.

0C5

.0, C

6.0,

C7.

0, C

8.0,

A7

.0C9

.0, C

10.0

, C11

.0

Writ

ing

Stan

dard

s fo

r Li

tera

cy in

His

tory

/Soc

ial S

tudi

es, S

cien

ce, a

nd T

echn

ical

Su

bjec

ts –

WH

SST

(Sta

ndar

d A

rea,

Gra

de L

evel

, Sta

ndar

d #)

11-1

2.1.

Writ

e ar

gum

ents

foc

used

on

disc

iplin

e-sp

ecifi

c co

nten

t.A

2.0,

A3.

0, A

4.0

B3.0

C2.0

, C4.

0

11-1

2.3.

Inco

rpor

ate

narr

ativ

e el

emen

ts e

ffec

tivel

y in

to a

rgum

ents

and

info

rmat

ive/

expl

anat

ory

B3.0

text

s.

11-1

2.5.

Dev

elop

and

str

engt

hen

writ

ing

as n

eede

d by

pla

nnin

g, r

evis

ing,

edi

ting,

rew

ritin

g, o

r tr

ying

a n

ew a

ppro

ach,

foc

usin

g on

add

ress

ing

wha

t is

mos

t si

gnifi

cant

for

a s

peci

fic p

urpo

se

A2.

0, A

4.0

B4.0

, B7.

0C6

.0, C

7.0

and

audi

ence

.

11-1

2.6.

Use

tec

hnol

ogy,

incl

udin

g th

e In

tern

et, t

o pr

oduc

e, p

ublis

h, a

nd u

pdat

e in

divi

dual

or

shar

ed w

ritin

g pr

oduc

ts in

res

pons

e to

ong

oing

fee

dbac

k, in

clud

ing

new

arg

umen

ts o

r inf

orm

a-A4

.0, A

7.0

B4.0

, B5.

0, B

8.0

C6.0

, C8.

0tio

n.

11-1

2.7.

Con

duct

sho

rt a

s w

ell a

s m

ore

sust

aine

d re

sear

ch p

roje

cts

to a

nsw

er a

que

stio

n (in

clud

-in

g a

self-

gene

rate

d qu

estio

n) o

r sol

ve a

pro

blem

; nar

row

or b

road

en t

he in

quir

y w

hen

appr

o-A3

.0, A

4.0

C3.0

pria

te; s

ynth

esiz

e m

ultip

le s

ourc

es o

n th

e su

bjec

t, de

mon

stra

ting

unde

rsta

ndin

g of

the

sub

ject

un

der i

nves

tigat

ion.

11-1

2.8.

Gat

her r

elev

ant

info

rmat

ion

from

mul

tiple

aut

horit

ativ

e pr

int

and

digi

tal s

ourc

es, u

sing

ad

vanc

ed s

earc

hes

effe

ctiv

ely;

ass

ess

the

stre

ngth

s an

d lim

itatio

ns o

f eac

h so

urce

in t

erm

s of

the

spe

cific

tas

k, p

urpo

se, a

nd a

udie

nce;

inte

grat

e in

form

atio

n in

to t

he t

ext

sele

ctiv

ely

to

A4.0

B2.0

mai

ntai

n th

e flo

w o

f ide

as, a

void

ing

plag

iaris

m a

nd o

verr

elia

nce

on a

ny o

ne s

ourc

e an

d fo

llow

ing

a st

anda

rd f

orm

at f

or c

itatio

n.

18


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

En

trep

rene

ursh

ip a

nd

Sale

sSe

lf-Em

ploy

men

t

MAT

HEM

ATIC

S

Alge

bra

– A-

REI –

Rea

soni

ng w

ith

Equa

tion

s an

d In

equa

litie

s

Unde

rsta

nd so

lvin

g eq

uatio

ns a

s a p

roce

ss o

f rea

soni

ng a

nd e

xpla

in th

e re

ason

ing

1. E

xpla

in e

ach

step

in s

olvi

ng a

sim

ple

equa

tion

as f

ollo

win

g fr

om t

he e

qual

ity

of n

umbe

rs a

sser

ted

at

B6.0

, B7.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

the

prev

ious

ste

p, s

tart

ing

from

the

ass

umpt

ion

that

the

orig

inal

equ

atio

n ha

s a

solu

tion.

Con

stru

ct a

B8

.0C7

.0, C

8.0,

C9.

0, C

11.0

viab

le a

rgum

ent

to ju

stif

y a

solu

tion

met

hod.

2. S

olve

sim

ple

ratio

nal a

nd r

adic

al e

quat

ions

in o

ne v

aria

ble,

and

giv

e ex

ampl

es s

how

ing

how

ext

ra-

B6.0

, B7.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

neou

s so

lutio

ns m

ay a

rise.

B8.0

C7.0

, C8.

0, C

9.0,

C11

.0

Repr

esen

t and

solv

e eq

uatio

ns a

nd in

equa

litie

s gra

phic

ally

10. U

nder

stan

d th

at t

he g

raph

of a

n eq

uatio

n in

tw

o va

riabl

es is

the

set

of a

ll it

s so

lutio

ns p

lott

ed in

B6

.0, B

7.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

th

e co

ordi

nate

pla

ne, o

ften

for

min

g a

curv

e (w

hich

cou

ld b

e a

line)

.B8

.0C7

.0, C

8.0,

C9.

0, C

11.0

11. E

xpla

in w

hy t

he x

-coo

rdin

ates

of t

he p

oint

s w

here

the

gra

phs

of t

he e

quat

ions

y =

f(x

) and

y

= g(

x) in

ters

ect

are

the

solu

tions

of t

he e

quat

ion

f(x)

= g

(x);

find

the

solu

tions

app

roxi

mat

ely,

e.g

., B6

.0, B

7.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

us

ing

tech

nolo

gy t

o gr

aph

the

func

tions

, mak

e ta

bles

of v

alue

s, o

r find

suc

cess

ive

appr

oxim

atio

ns.

B8.0

C7.0

, C8.

0, C

9.0,

C11

.0In

clud

e ca

ses

whe

re f

(x) a

nd/o

r g(x

) are

line

ar, p

olyn

omia

l, ra

tiona

l, ab

solu

te v

alue

, exp

onen

tial,

and

loga

rithm

ic f

unct

ions

.

12. G

raph

the

sol

utio

ns t

o a

linea

r ine

qual

ity

in t

wo

varia

bles

as

a ha

lf-pl

ane

(exc

ludi

ng t

he b

ound

ary

B6.0

, B7.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

in t

he c

ase

of a

str

ict

ineq

ualit

y), a

nd g

raph

the

sol

utio

n se

t to

a s

yste

m o

f lin

ear i

nequ

aliti

es in

tw

o B8

.0C7

.0, C

8.0,

C9.

0, C

11.0

varia

bles

as

the

inte

rsec

tion

of t

he c

orre

spon

ding

hal

f-pl

anes

.

Func

tion

s –

F-IF

– In

terp

retin

g Fu

ncti

ons

Inte

rpre

t fun

ctio

ns th

at a

rise

in a

pplic

atio

ns in

term

s of t

he c

onte

xt

4. F

or a

func

tion

that

mod

els a

rela

tions

hip

betw

een

two

quan

titie

s, in

terp

ret k

ey fe

atur

es o

f gra

phs a

nd

A1.0

, A2.

0, A

3.0,

ta

bles

in te

rms o

f the

qua

ntiti

es, a

nd sk

etch

gra

phs s

how

ing

key

feat

ures

giv

en a

ver

bal d

escr

iptio

n of

B6

.0, B

7.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

A4

.0, A

5.0,

A6.

0,

the

rela

tions

hip.

Key

feat

ures

incl

ude:

inte

rcep

ts; i

nter

vals

whe

re th

e fu

nctio

n is

incr

easin

g, d

ecre

asin

g,

B8.0

C7.0

, C8.

0, C

9.0,

C11

.0A7

.0, A

8.0

posit

ive,

or n

egat

ive;

rela

tive

max

imum

s and

min

imum

s; sy

mm

etrie

s; en

d be

havi

or; a

nd p

erio

dici

ty.

5. R

elat

e th

e do

mai

n of

a f

unct

ion

to it

s gr

aph

and,

whe

re a

pplic

able

, to

the

quan

titat

ive

rela

tions

hip

A1.0

, A2.

0, A

3.0,

B6

.0, B

7.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

it

desc

ribes

. For

exa

mpl

e, if

the

fun

ctio

n h(

n) g

ives

the

num

ber o

f per

son-

hour

s it

take

s to

ass

embl

e n

A4.0

, A5.

0, A

6.0,

B8

.0C7

.0, C

8.0,

C9.

0, C

11.0

engi

nes

in a

fac

tory

, the

n th

e po

sitiv

e in

tege

rs w

ould

be

an a

ppro

pria

te d

omai

n fo

r the

fun

ctio

n.A7

.0, A

8.0

19


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

En

trep

rene

ursh

ip a

nd

Sale

sSe

lf-Em

ploy

men

t

Func

tion

s –

F-IF

– In

terp

retin

g Fu

ncti

ons

(con

tinue

d)

6. C

alcu

late

and

inte

rpre

t th

e av

erag

e ra

te o

f cha

nge

of a

fun

ctio

n (p

rese

nted

sym

bolic

ally

or a

s A1

.0, A

2.0,

A3.

0, A

4.0,

B6

.0, B

7.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

a

tabl

e) o

ver a

spe

cifie

d in

terv

al. E

stim

ate

the

rate

of c

hang

e fr

om a

gra

ph.

A5.0

, A6.

0, A

7.0,

A8.

0B8

.0C7

.0, C

8.0,

C9.

0, C

11.0

Geom

etry

– G

-MG

– M

odel

ing

wit

h Ge

omet

ryAp

ply

geom

etric

con

cept

s in

mod

elin

g sit

uatio

ns

1. U

se g

eom

etric

sha

pes,

the

ir m

easu

res,

and

the

ir pr

oper

ties

to d

escr

ibe

obje

cts

(e.g

., m

odel

ing

A2.

0, A

3.0,

A5.

0, A

6.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

B7

.0, B

8.0

a tr

ee t

runk

or a

hum

an t

orso

as

a cy

linde

r.A7

.0C7

.0, C

8.0,

C9.

0, C

11.0

2. A

pply

con

cept

s of

den

sity

bas

ed o

n ar

ea a

nd v

olum

e in

mod

elin

g si

tuat

ions

(e.g

., pe

rson

s pe

r A1

.0, A

2.0,

A3.

0, A

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

B7

.0, B

8.0

squa

re m

ile, B

TUs

per c

ubic

foo

t).

A5.0

, A6.

0, A

7.0,

A8.

0C7

.0, C

8.0,

C9.

0, C

11.0

3. A

pply

geo

met

ric m

etho

ds t

o so

lve

desi

gn p

robl

ems

(e.g

., de

sign

ing

an o

bjec

t or

str

uctu

re t

o A

2.0,

A3.

0, A

5.0,

A6.

0,

satis

fy p

hysi

cal c

onst

rain

ts o

r min

imiz

e co

st; w

orki

ng w

ith t

ypog

raph

ic g

rid s

yste

ms

base

d on

A7

.0ra

tios)

.

Num

ber

and

Qua

ntit

y –

N-R

N –

The

Rea

l Num

ber

Syst

emEx

tend

the

prop

ertie

s of e

xpon

ents

to ra

tiona

l exp

onen

ts

1. E

xpla

in h

ow t

he d

efini

tion

of t

he m

eani

ng o

f rat

iona

l exp

onen

ts f

ollo

ws

from

ext

endi

ng t

he

prop

ertie

s of

inte

ger e

xpon

ents

to

thos

e va

lues

, allo

win

g fo

r a n

otat

ion

for r

adic

als

in t

erm

s of

A

2.0,

A3.

0, A

5.0,

A6.

0,

C1.0

, C3.

0, C

6.0,

C8.

0,

ratio

nal e

xpon

ents

. For

exa

mpl

e, w

e de

fine

51/3 t

o be

the

cub

e ro

ot o

f 5 b

ecau

se w

e w

ant

A7

.0C1

1.0

(51/

3 )3 =

5(1/

3 )3 t

o ho

ld, s

o (5

1/3 )

3 mus

t eq

ual 5

.

2. R

ewrit

e ex

pres

sion

s in

volv

ing

radi

cals

and

rat

iona

l exp

onen

ts u

sing

the

pro

pert

ies

of

A2.

0, A

3.0,

A4.

0, A

5.0,

C1

.0, C

3.0,

C6.

0, C

8.0,

ex

pone

nts.

A6.0

, A7.

0C1

1.0

Num

ber

and

Qua

ntit

y –

N-Q

– Q

uant

itie

sRe

ason

qua

ntita

tivel

y an

d us

e un

its to

solv

e pr

oble

ms

1. U

se u

nits

as

a w

ay t

o un

ders

tand

pro

blem

s an

d to

gui

de t

he s

olut

ion

of m

ulti-

step

pro

blem

s;

A1.0

, A2.

0, A

3.0,

A4.

0,

choo

se a

nd in

terp

ret

unit

s co

nsis

tent

ly in

for

mul

as; c

hoos

e an

d in

terp

ret

the

scal

e an

d th

e C1

.0, C

3.0,

C4.

0A5

.0, A

6.0,

A7.

0, A

8.0

orig

in in

gra

phs

and

data

dis

play

s.

2. D

efine

app

ropr

iate

qua

ntiti

es f

or t

he p

urpo

se o

f des

crip

tive

mod

elin

g.A1

.0, A

2.0,

A3.

0, A

4.0,

C1

.0, C

2.0,

C3.

0, C

6.0,

A5

.0, A

6.0,

A7.

0, A

8.0

C8.0

, C9.

0, C

11.0

3. C

hoos

e a

leve

l of a

ccur

acy

appr

opria

te t

o lim

itatio

ns o

n m

easu

rem

ent

whe

n re

port

ing

A1

.0, A

2.0,

A3.

0, A

4.0,

qu

antit

ies.

A5.0

, A6.

0, A

7.0,

A8.

0

20


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

En

trep

rene

ursh

ip a

nd

Sale

sSe

lf-Em

ploy

men

t

Stat

isti

cs a

nd P

roba

bilit

y –

S-IC

– M

akin

g In

fere

nces

and

Jus

tify

ing

Conc

lu-

sion

s Un

ders

tand

and

eva

luat

e ra

ndom

pro

cess

es u

nder

lyin

g st

atis

tical

exp

erim

ents

1. U

nder

stan

d st

atis

tics

as a

pro

cess

for

mak

ing

infe

renc

es a

bout

pop

ulat

ion

para

met

ers

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

ba

sed

on a

ran

dom

sam

ple

from

tha

t po

pula

tion.

A5.0

, A6.

0, A

7.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0

2. D

ecid

e if

a sp

ecifi

ed m

odel

is c

onsi

sten

t w

ith r

esul

ts f

rom

a g

iven

dat

a-ge

nera

ting

pro-

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

ce

ss, e

.g.,

usin

g si

mul

atio

n. F

or e

xam

ple,

a m

odel

say

s a

spin

ning

coi

n fa

lls h

eads

up

with

A5

.0, A

6.0,

A7.

0B5

.0, B

7.0,

B8.

0C7

.0, C

8.0,

C9.

0, C

11.0

prob

abili

ty 0

.5. W

ould

a r

esul

t of

5 t

ails

in a

row

cau

se y

ou t

o qu

estio

n th

e m

odel

?

Mak

e in

fere

nces

and

just

ify c

oncl

usio

ns fr

om sa

mpl

e su

rvey

s, ex

perim

ents

, and

obs

erva

-tio

nal s

tudi

es

3. R

ecog

nize

the

pur

pose

s of

and

dif

fere

nces

am

ong

sam

ple

surv

eys,

exp

erim

ents

, and

A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

3.0,

B4.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

obse

rvat

iona

l stu

dies

; exp

lain

how

ran

dom

izat

ion

rela

tes

to e

ach.

A5.0

, A6.

0, A

7.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0

5. U

se d

ata

from

a r

ando

miz

ed e

xper

imen

t to

com

pare

tw

o tr

eatm

ents

; use

sim

ulat

ions

to

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

de

cide

if d

iffe

renc

es b

etw

een

para

met

ers

are

sign

ifica

nt.

A5.0

, A6.

0, A

7.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0

6. E

valu

ate

repo

rts

base

d on

dat

a.A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

3.0,

B4.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

A5.0

, A6.

0, A

7.0,

A8.

0B5

.0, B

7.0,

B8.

0C7

.0, C

8.0,

C9.

0, C

11.0

Stat

isti

cs a

nd P

roba

bilit

y –

S-ID

– In

terp

reti

ng C

ateg

oric

al a

nd Q

uant

itat

ive

Data

Sum

mar

ize,

repr

esen

t, an

d in

terp

ret d

ata

on a

sing

le c

ount

or m

easu

rem

ent v

aria

ble

1. R

epre

sent

dat

a w

ith p

lots

on

the

real

num

ber l

ine

(dot

plo

ts, h

isto

gram

s, a

nd b

ox p

lots

).A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

3.0,

B4.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

A5.0

, A6.

0, A

7.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0

2. U

se s

tatis

tics

appr

opria

te t

o th

e sh

ape

of t

he d

ata

dist

ribut

ion

to c

ompa

re c

ente

r A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

3.0,

B4.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

(med

ian,

mea

n) a

nd s

prea

d (in

terq

uart

ile r

ange

, sta

ndar

d de

viat

ion)

of t

wo

or m

ore

diff

er-

A5.0

, A6.

0, A

7.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0en

t da

ta s

ets.

3. In

terp

ret

diff

eren

ces

in s

hape

, cen

ter,

and

spre

ad in

the

con

text

of t

he d

ata

sets

, A1

.0, A

2.0,

A3.

0, A

4.0,

B1

.0, B

3.0,

B4.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

acco

untin

g fo

r pos

sibl

e ef

fect

s of

ext

rem

e da

ta p

oint

s (o

utlie

rs).

A5.0

, A6.

0, A

7.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0

4. U

se t

he m

ean

and

stan

dard

dev

iatio

n of

a d

ata

set

to fi

t it

to a

nor

mal

dis

trib

utio

n an

d to

est

imat

e po

pula

tion

perc

enta

ges.

Rec

ogni

ze t

hat

ther

e ar

e da

ta s

ets

for w

hich

suc

h a

A1.0

, A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

pr

oced

ure

is n

ot a

ppro

pria

te. U

se c

alcu

lato

rs, s

prea

dshe

ets,

and

tab

les

to e

stim

ate

area

s A5

.0, A

6.0,

A7.

0B5

.0, B

7.0,

B8.

0C7

.0, C

8.0,

C9.

0, C

11.0

unde

r the

nor

mal

cur

ve.

21


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

En

trep

rene

ursh

ip a

nd

Sale

sSe

lf-Em

ploy

men

t

Stat

isti

cs a

nd P

roba

bilit

y –

S-ID

– In

terp

retin

g Ca

tego

rical

and

Qua

ntit

ativ

e Da

ta

(con

tinue

d)

Sum

mar

ize,

repr

esen

t, an

d in

terp

ret d

ata

on tw

o ca

tego

rical

and

qua

ntita

tive

varia

bles

5. S

umm

ariz

e ca

tego

rical

dat

a fo

r tw

o ca

tego

ries

in t

wo-

way

fre

quen

cy t

able

s. In

terp

ret

rela

-B1

.0, B

3.0,

B4.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

tive

freq

uenc

ies

in t

he c

onte

xt o

f the

dat

a (in

clud

ing

join

t, m

argi

nal,

and

cond

ition

al r

elat

ive

A4.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0fr

eque

ncie

s). R

ecog

nize

pos

sibl

e as

soci

atio

ns a

nd t

rend

s in

the

dat

a.

6. R

epre

sent

dat

a on

tw

o qu

antit

ativ

e va

riabl

es o

n a

scat

ter p

lot,

and

desc

ribe

how

the

var

iabl

es

are

rela

ted.

a. F

it a

func

tion

to t

he d

ata;

use

fun

ctio

ns fi

tted

to

data

to

solv

e pr

oble

ms

in t

he c

onte

xt

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

of

the

dat

a. U

se g

iven

fun

ctio

ns o

r cho

ose

a fu

nctio

n su

gges

ted

by t

he c

onte

xt. E

mph

asiz

e A4

.0B5

.0, B

7.0,

B8.

0C7

.0, C

8.0,

C9.

0, C

11.0

linea

r, qu

adra

tic, a

nd e

xpon

entia

l mod

els.

b. In

form

ally

ass

ess

the

fit o

f a f

unct

ion

by p

lott

ing

and

anal

yzin

g re

sidu

als.

c. F

it a

linea

r fun

ctio

n fo

r a s

catt

er p

lot

that

sug

gest

s a

linea

r ass

ocia

tion.

Inte

rpre

t lin

ear m

odel

s

7. In

terp

ret

the

slop

e (r

ate

of c

hang

e) a

nd t

he in

terc

ept

(con

stan

t te

rm) o

f a li

near

mod

el in

the

A1

.0, A

2.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

co

ntex

t of

the

dat

a.A7

.0, A

8.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0

8. C

ompu

te (u

sing

tec

hnol

ogy)

and

inte

rpre

t th

e co

rrel

atio

n co

effic

ient

of a

line

ar fi

t.B1

.0, B

3.0,

B4.

0,

A1.0

C1.0

, C3.

0, C

4.0

B5.0

, B7.

0, B

8.0

9. D

istin

guis

h be

twee

n co

rrel

atio

n an

d ca

usat

ion.

B1.0

, B4.

0, B

5.0,

A1

.0, A

2.0

C1.0

B8.0

Stat

isti

cs a

nd P

roba

bilit

y –

S-M

D –

Usin

g Pr

obab

ility

to

Mak

e De

cisi

ons

Calc

ulat

e ex

pect

ed v

alue

s and

use

them

to so

lve

prob

lem

s

1. (+

) Defi

ne a

ran

dom

var

iabl

e fo

r a q

uant

ity

of in

tere

st b

y as

sign

ing

a nu

mer

ical

val

ue t

o ea

ch

A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

ev

ent

in a

sam

ple

spac

e; g

raph

the

cor

resp

ondi

ng p

roba

bilit

y di

strib

utio

n us

ing

the

sam

e gr

aphi

-A5

.0, A

6.0,

A7.

0B5

.0, B

7.0,

B8.

0C7

.0, C

8.0,

C9.

0, C

11.0

cal d

ispl

ays

as f

or d

ata

dist

ribut

ions

.

2. (+

) Cal

cula

te t

he e

xpec

ted

valu

e of

a r

ando

m v

aria

ble;

inte

rpre

t it

as t

he m

ean

of t

he

A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

pr

obab

ility

dis

trib

utio

n.A5

.0, A

6.0,

A7.

0B5

.0, B

7.0,

B8.

0C7

.0, C

8.0,

C9.

0, C

11.0

22


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

Sal

esEn

trep

rene

ursh

ip a

nd

Self-

Empl

oym

ent

3. (+

) Dev

elop

a p

roba

bilit

y di

strib

utio

n fo

r a r

ando

m v

aria

ble

defin

ed f

or a

sam

ple

spac

e in

w

hich

the

oret

ical

pro

babi

litie

s ca

n be

cal

cula

ted;

find

the

exp

ecte

d va

lue.

For

exa

mpl

e, fi

nd t

he

A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

th

eore

tical

pro

babi

lity

dist

ribut

ion

for t

he n

umbe

r of c

orre

ct a

nsw

ers

obta

ined

by

gues

sing

on

A5.0

, A6.

0, A

7.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0al

l five

que

stio

ns o

f a m

ultip

le-c

hoic

e te

st w

here

eac

h qu

estio

n ha

s fo

ur c

hoic

es, a

nd fi

nd t

he

expe

cted

gra

de u

nder

var

ious

gra

ding

sch

emes

.

4. (+

) Dev

elop

a p

roba

bilit

y di

strib

utio

n fo

r a r

ando

m v

aria

ble

defin

ed f

or a

sam

ple

spac

e in

w

hich

pro

babi

litie

s ar

e as

sign

ed e

mpi

rical

ly; fi

nd t

he e

xpec

ted

valu

e. F

or e

xam

ple,

find

a c

urre

nt

A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

da

ta d

istr

ibut

ion

on t

he n

umbe

r of T

V se

ts p

er h

ouse

hold

in t

he U

nite

d St

ates

, and

cal

cula

te

A5.0

, A6.

0, A

7.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0th

e ex

pect

ed n

umbe

r of s

ets

per h

ouse

hold

. How

man

y TV

set

s w

ould

you

exp

ect

to fi

nd in

100

ra

ndom

ly s

elec

ted

hous

ehol

ds?

Use

prob

abili

ty to

eva

luat

e ou

tcom

es o

f dec

ision

s

5. (+

) Wei

gh t

he p

ossi

ble

outc

omes

of a

dec

isio

n by

ass

igni

ng p

roba

bilit

ies

to p

ayof

f val

ues

and

findi

ng e

xpec

ted

valu

es.

a. F

ind

the

expe

cted

pay

off f

or a

gam

e of

cha

nce.

For

exa

mpl

e, fi

nd t

he e

xpec

ted

win

ning

s A

2.0,

A3.

0, A

4.0,

B1

.0, B

3.0,

B4.

0,

C1.0

, C3.

0, C

4.0,

C6.

0,

from

a s

tate

lott

ery

ticke

t or

a g

ame

at a

fas

t-fo

od r

esta

uran

t.A5

.0, A

6.0,

A7.

0B5

.0, B

7.0,

B8.

0C7

.0, C

8.0,

C9.

0, C

11.0

b. E

valu

ate

and

com

pare

str

ateg

ies

on t

he b

asis

of e

xpec

ted

valu

es. F

or e

xam

ple,

com

pare

a

high

ded

uctib

le v

ersu

s a

low

-ded

uctib

le a

utom

obile

insu

ranc

e po

licy

usin

g va

rious

, but

re

ason

able

, cha

nces

of h

avin

g a

min

or o

r a m

ajor

acc

iden

t.

6. (+

) Use

pro

babi

litie

s to

mak

e fa

ir de

cisi

ons

(e.g

., dr

awin

g by

lots

, usi

ng a

ran

dom

num

ber

A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

ge

nera

tor)

.A5

.0, A

6.0,

A7.

0B5

.0, B

7.0,

B8.

0C7

.0, C

8.0,

C9.

0, C

11.0

7. (+

) Ana

lyze

dec

isio

ns a

nd s

trat

egie

s us

ing

prob

abili

ty c

once

pts

(e.g

., pr

oduc

t te

stin

g, m

edic

al

A2.

0, A

3.0,

A4.

0,

B1.0

, B3.

0, B

4.0,

C1

.0, C

3.0,

C4.

0, C

6.0,

te

stin

g, p

ullin

g a

hock

ey g

oalie

at

the

end

of a

gam

e).

A5.0

, A6.

0, A

7.0

B5.0

, B7.

0, B

8.0

C7.0

, C8.

0, C

9.0,

C11

.0

SCIE

NCE

Eart

h an

d Sp

ace

Scie

nces

– E

SSES

S3: E

arth

and

Hum

an A

ctiv

ity

ESS3

.A: N

atur

al R

esou

rces

ESS3

.B: N

atur

al H

azar

dsA

2.0,

A4.

0, A

6.0

B1.0

C1.0

, C3.

0, C

4.0,

C7.

0

ESS3

.C: H

uman

Impa

cts

on E

arth

Sys

tem

s

ESS3

.D: G

loba

l Clim

ate

Chan

ge

23


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

Sal

esEn

trep

rene

ursh

ip a

nd

Self-

Empl

oym

ent

HIS

TORY

/SO

CIAL

SCI

ENCE

Prin

cipl

es o

f A

mer

ican

Dem

ocra

cy a

nd E

cono

mic

s –

AD

12.3

Stu

dent

s ev

alua

te a

nd t

ake

and

defe

nd p

ositi

ons

on w

hat

the

fund

amen

tal v

alue

s an

d

prin

cipl

es o

f civ

il so

ciet

y ar

e (i.

e., t

he a

uton

omou

s sp

here

of v

olun

tary

per

sona

l, so

cial

, and

A1

.0, A

2.0

C1.0

, C2.

0ec

onom

ic r

elat

ions

tha

t ar

e no

t pa

rt o

f gov

ernm

ent)

, the

ir In

terd

epen

denc

e, a

nd t

he m

eani

ng

and

impo

rtan

ce o

f tho

se v

alue

s an

d pr

inci

ples

for

a f

ree

soci

ety.

12.3

.1. E

xpla

in h

ow c

ivil

soci

ety

prov

ides

opp

ortu

nitie

s fo

r ind

ivid

uals

to

asso

ciat

e fo

r soc

ial,

A1.0

, A2.

0B5

.0, B

10.0

C1.0

, C2.

0, C

3.0

cultu

ral,

relig

ious

, eco

nom

ic, a

nd p

oliti

cal p

urpo

ses.

12.3

.2. E

xpla

in h

ow c

ivil

soci

ety

mak

es it

pos

sibl

e fo

r peo

ple,

indi

vidu

ally

or i

n as

soci

atio

n w

ith o

ther

s, t

o br

ing

thei

r infl

uenc

e to

bea

r on

gove

rnm

ent

in w

ays

othe

r tha

n vo

ting

and

A1.0

, A2.

0C1

.0el

ectio

ns.

12.6

Stu

dent

s ev

alua

te is

sues

reg

ardi

ng c

ampa

igns

for

nat

iona

l, st

ate,

and

loca

l ele

ctiv

e of

fices

.A1

.0, A

2.0

C1.0

, C3.

0

12.7

Stu

dent

s an

alyz

e an

d co

mpa

re t

he p

ower

s an

d pr

oced

ures

of t

he n

atio

nal,

stat

e, t

ribal

, and

C1

.0, C

8.0

loca

l gov

ernm

ents

.

12.8

Stu

dent

s ev

alua

te a

nd t

ake

and

defe

nd p

ositi

ons

on t

he in

fluen

ce o

f the

med

ia o

n Am

eric

an

A2.

0, A

7.0

polit

ical

life

.

Prin

cipl

es o

f Ec

onom

ics

– PE

12.1

Stu

dent

s un

ders

tand

com

mon

eco

nom

ic t

erm

s an

d co

ncep

ts a

nd e

cono

mic

rea

soni

ng.

12.1

.1. E

xam

ine

the

caus

al r

elat

ions

hip

betw

een

scar

city

and

the

nee

d fo

r cho

ices

.B1

.0, B

5.0,

B6.

0,

A2.

0, A

4.0,

A5.

0C1

.0, C

3.0

B7.0

12.1

.2. E

xpla

in o

ppor

tuni

ty c

ost

and

mar

gina

l ben

efit

and

mar

gina

l cos

t.A

2.0,

A4.

0, A

5.0,

B1

.0, B

6.0

C5.0

, C8.

0A6

.0

12.1

.3. I

dent

ify

the

diff

eren

ce b

etw

een

mon

etar

y an

d no

n-m

onet

ary

ince

ntiv

es a

nd h

ow

A2.

0, A

5.0

B1.0

C4.0

, C9.

0ch

ange

s in

ince

ntiv

es c

ause

cha

nges

in b

ehav

ior.

12.1

.4. E

valu

ate

the

role

of p

rivat

e pr

oper

ty a

s an

ince

ntiv

e in

con

serv

ing

and

impr

ovin

g C1

.0, C

2.0,

C3.

0, C

4.0,

A

2.0

scar

ce r

esou

rces

, inc

ludi

ng r

enew

able

and

non

rene

wab

le n

atur

al r

esou

rces

.C9

.0, C

11.0

12.1

.5. A

naly

ze t

he r

ole

of a

mar

ket

econ

omy

in e

stab

lishi

ng a

nd p

rese

rvin

g po

litic

al a

nd

C1.0

, C2.

0, C

3.0,

C4.

0,

A2.

0B1

.0pe

rson

al li

bert

y (e

.g.,

thro

ugh

the

wor

ks o

f Ada

m S

mith

).C9

.0

24


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

Sal

esEn

trep

rene

ursh

ip a

nd

Self-

Empl

oym

ent

Prin

cipl

es o

f Ec

onom

ics

– PE

(con

tinue

d)12

.2 S

tude

nts

anal

yze

the

elem

ents

of A

mer

ica’

s m

arke

t ec

onom

y in

a g

loba

l set

ting.

12.2

.1. U

nder

stan

d th

e re

latio

nshi

p of

the

con

cept

of i

ncen

tives

to

the

law

of s

uppl

y an

d th

e A1

.0, A

2.0

B1.0

, B3.

0, B

4.0

C8.0

rela

tions

hip

of t

he c

once

pt o

f inc

entiv

es a

nd s

ubst

itute

s to

the

law

of d

eman

d.

12.2

.2. D

iscu

ss t

he e

ffec

ts o

f cha

nges

in s

uppl

y an

d or

dem

and

on t

he r

elat

ive

scar

city

, pric

e,

A1.0

, A2.

0, A

8.0

B1.0

, B3.

0, B

4.0

C8.0

and

quan

tity

of p

artic

ular

pro

duct

s.

12.2

.3. E

xpla

in t

he r

oles

of p

rope

rty

right

s, c

ompe

titio

n, a

nd p

rofit

in a

mar

ket

econ

omy.

A1.0

, A2.

0, A

5.0,

B1

.0C4

.0, C

9.0

A8.0

12.2

.4. E

xpla

in h

ow p

rices

refl

ect

the

rela

tive

scar

city

of g

oods

and

ser

vice

s an

d pe

rfor

m t

he

A2.

0, A

8.0

B1.0

, B3.

0C8

.0al

loca

tive

func

tion

in a

mar

ket

econ

omy.

12.2

.5. U

nder

stan

d th

e pr

oces

s by

whi

ch c

ompe

titio

n am

ong

buye

rs a

nd s

elle

rs d

eter

min

es a

A

2.0,

A5.

0, A

6.0,

B1

.0, B

3.0

C8.0

mar

ket

pric

e.A8

.0

12.2

.6. D

escr

ibe

the

effe

ct o

f pric

e co

ntro

ls o

n bu

yers

and

sel

lers

.A

2.0,

A8.

0B1

.0, B

4.0

C8.0

, C9.

0

12.2

.7. A

naly

ze h

ow d

omes

tic a

nd in

tern

atio

nal c

ompe

titio

n in

a m

arke

t ec

onom

y af

fect

s A1

.0, A

4.0,

A6.

0.

B1.0

, B3.

0C9

.0go

ods

and

serv

ices

pro

duce

d an

d th

e qu

alit

y, q

uant

ity,

and

pric

e of

tho

se p

rodu

cts.

A8.0

12.2

.8. E

xpla

in t

he r

ole

of p

rofit

as

the

ince

ntiv

e to

ent

repr

eneu

rs in

a m

arke

t ec

onom

y.B1

.0C8

.0

12.2

.9. D

escr

ibe

the

func

tions

of t

he fi

nanc

ial m

arke

ts.

A3.0

B1.0

C4.0

, C5.

0, C

6.0

12.2

.10.

Dis

cuss

the

eco

nom

ic p

rinci

ples

tha

t gu

ide

the

loca

tion

of a

gric

ultu

ral p

rodu

ctio

n an

d B1

.0C7

.0, C

8.0

indu

stry

and

the

spa

tial d

istr

ibut

ion

of t

rans

port

atio

n an

d re

tail

faci

litie

s.

12.3

Stu

dent

s an

alyz

e th

e in

fluen

ce o

f the

fed

eral

gov

ernm

ent

on t

he A

mer

ican

eco

nom

y.

12.3

.1. U

nder

stan

d ho

w t

he r

ole

of g

over

nmen

t in

a m

arke

t ec

onom

y of

ten

incl

udes

pro

vid-

ing

for n

atio

nal d

efen

se, a

ddre

ssin

g en

viro

nmen

tal c

once

rns,

defi

ning

and

enf

orci

ng p

rope

rty

A2.

0, A

5.0

B1.0

, B2.

0C1

.0, C

3.0,

C4.

0, C

9.0

right

s, a

ttem

ptin

g to

mak

e m

arke

ts m

ore

com

petit

ive,

and

pro

tect

ing

cons

umer

s’ rig

hts.

12.3

.2. I

dent

ify

the

fact

ors

that

may

cau

se t

he c

osts

of g

over

nmen

t ac

tions

to

outw

eigh

the

A1

.0, A

2.0

B1.0

C1.0

, C3.

0, C

11.0

bene

fits.

12.3

.3. D

escr

ibe

the

aim

s of

gov

ernm

ent

fisca

l pol

icie

s (t

axat

ion,

bor

row

ing,

spe

ndin

g) a

nd

C8.0

, C11

.0th

eir i

nflue

nce

on p

rodu

ctio

n, e

mpl

oym

ent,

and

pric

e le

vels

12.3

.4. U

nder

stan

d th

e ai

ms

and

tool

s of

mon

etar

y po

licy

and

thei

r infl

uenc

e on

eco

nom

ic

C11.

0ac

tivit

y (e

.g.,

the

Fede

ral R

eser

ve).

25


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

En

trep

rene

ursh

ip a

nd

Sale

sSe

lf-Em

ploy

men

t

Prin

cipl

es o

f Ec

onom

ics

– PE

(con

tinue

d)12

.4 S

tude

nts

anal

yze

the

elem

ents

of t

he U

.S. l

abor

mar

ket

in a

glo

bal s

ettin

g.

12.4

.1. U

nder

stan

d th

e op

erat

ions

of t

he la

bor m

arke

t, in

clud

ing

the

circ

umst

ance

s su

rrou

ndin

g th

e es

tabl

ishm

ent

of p

rinci

pal A

mer

ican

labo

r uni

ons,

pro

cedu

res

that

uni

ons

use

to g

ain

bene

fits

for

A1.0

, A2.

0, A

8.0

B2.0

C1.0

, C3.

0, C

11.0

thei

r mem

bers

, the

eff

ects

of u

nion

izat

ion,

the

min

imum

wag

e, a

nd u

nem

ploy

men

t in

sura

nce.

12.4

.2. D

escr

ibe

the

curr

ent

econ

omy

and

labo

r mar

ket,

incl

udin

g th

e ty

pes

of g

oods

and

ser

vice

s pr

oduc

ed, t

he t

ypes

of s

kills

wor

kers

nee

d, t

he e

ffec

ts o

f rap

id t

echn

olog

ical

cha

nge,

and

the

impa

ct

A1.0

B6.0

C7.0

, C8.

0, C

11.0

of in

tern

atio

nal c

ompe

titio

n.

12.4

.3. D

iscu

ss w

age

diff

eren

ces

amon

g jo

bs a

nd p

rofe

ssio

ns, u

sing

the

law

s of

dem

and

and

supp

ly

B6.0

C7.0

, C8.

0, C

11.0

and

the

conc

ept

of p

rodu

ctiv

ity.

12.4

.4. E

xpla

in t

he e

ffec

ts o

f int

erna

tiona

l mob

ility

of c

apita

l and

labo

r on

the

U.S

. eco

nom

y.B1

.0, B

8.0

C1.0

, C3.

0

12.5

Stu

dent

s an

alyz

e th

e ag

greg

ate

econ

omic

beh

avio

r of t

he U

.S. e

cono

my.

A1.0

, A2.

0,

A3.0

, A5.

0

12.5

.1. D

istin

guis

h be

twee

n no

min

al a

nd r

eal d

ata.

A2.

0, A

3.0

B1.0

C7.0

, C8.

0

12.5

.2. D

efine

, cal

cula

te, a

nd e

xpla

in t

he s

igni

fican

ce o

f an

unem

ploy

men

t ra

te, t

he n

umbe

r of n

ew

A1.0

, A2.

0, A

5.0

B1.0

C7.0

, C8.

0, C

11.0

jobs

cre

ated

mon

thly

, infl

atio

n or

defl

atio

n ra

te, a

nd a

rat

e of

eco

nom

ic g

row

th.

12.5

.3. D

istin

guis

h be

twee

n sh

ort-

term

and

long

-ter

m in

tere

st r

ates

and

exp

lain

the

ir re

lativ

e si

gnifi

-A

2.0,

A3.

0B1

.0C7

.0, C

8.0

canc

e.

12.6

Stu

dent

s an

alyz

e is

sues

of i

nter

natio

nal t

rade

and

exp

lain

how

the

U.S

. eco

nom

y af

fect

s, a

nd is

A

2.0,

A6.

0af

fect

ed b

y, e

cono

mic

for

ces

beyo

nd t

he U

nite

d St

ates

’ bor

ders

.

12.6

.1. I

dent

ify

the

gain

s in

con

sum

ptio

n an

d pr

oduc

tion

effic

ienc

y fr

om t

rade

, with

em

phas

is o

n th

e m

ain

prod

ucts

and

cha

ngin

g ge

ogra

phic

pat

tern

s of

tw

entie

th-c

entu

ry t

rade

am

ong

coun

trie

s in

the

A

2.0

B1.0

Wes

tern

Hem

isph

ere.

12.6

.2. C

ompa

re t

he r

easo

ns f

or a

nd t

he e

ffec

ts o

f tra

de r

estr

ictio

ns d

urin

g th

e G

reat

Dep

ress

ion

com

pare

d w

ith p

rese

nt-d

ay a

rgum

ents

am

ong

labo

r, bu

sine

ss, a

nd p

oliti

cal l

eade

rs o

ver t

he e

ffec

ts

A2.

0B1

.0of

fre

e tr

ade

on t

he e

cono

mic

and

soc

ial i

nter

ests

of v

ario

us g

roup

s of

Am

eric

ans.

12.6

.3. U

nder

stan

d th

e ch

angi

ng r

ole

of in

tern

atio

nal p

oliti

cal b

orde

rs a

nd t

errit

oria

l sov

erei

gnty

in a

A

2.0

B1.0

glob

al e

cono

my.

12.6

.4. E

xpla

in f

orei

gn e

xcha

nge,

the

man

ner i

n w

hich

exc

hang

e ra

tes

are

dete

rmin

ed, a

nd t

he

A2.

0B1

.0ef

fect

s of

the

dol

lar’s

gai

ning

(or l

osin

g) v

alue

rel

ativ

e to

oth

er c

urre

ncie

s.

26


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

Sal

esEn

trep

rene

ursh

ip a

nd

Self-

Empl

oym

ent

U.S.

His

tory

and

Geo

grap

hy –

US

11.2

Stu

dent

s an

alyz

e th

e re

latio

nshi

p am

ong

the

rise

of in

dust

rializ

atio

n, la

rge-

scal

e ru

ral-

to-

A1.0

C1.0

, C2.

0ur

ban

mig

ratio

n, a

nd m

assi

ve im

mig

ratio

n fr

om S

outh

ern

and

East

ern

Euro

pe.

11.8

Stu

dent

s an

alyz

e th

e ec

onom

ic b

oom

and

soc

ial t

rans

form

atio

n of

pos

t-W

orld

War

II

A1.0

B1.0

C1.0

, C2.

0, C

5.0

Amer

ica.

11.9

Stu

dent

s an

alyz

e U

.S. f

orei

gn p

olic

y si

nce

Wor

ld W

ar II

.A1

.0, A

2.0

C1.0

Wor

ld H

isto

ry, C

ultu

re, a

nd G

eogr

aphy

– W

H

10.3

Stu

dent

s an

alyz

e th

e ef

fect

s of

the

Indu

stria

l Rev

olut

ion

in E

ngla

nd, F

ranc

e, G

erm

any,

Ja

pan,

and

the

Uni

ted

Stat

es.

10.3

.5. U

nder

stan

d th

e co

nnec

tions

am

ong

natu

ral r

esou

rces

, ent

repr

eneu

rshi

p, la

bor,

and

A1.0

, A2.

0B1

.0, B

2.0

C1.0

, C2.

0, C

3.0,

C5.

0ca

pita

l in

an in

dust

rial e

cono

my.

10.11

Stu

dent

s an

alyz

e th

e in

tegr

atio

n of

cou

ntrie

s in

to t

he w

orld

eco

nom

y an

d th

e in

form

atio

n,

A4.0

B1.0

C10.

0te

chno

logi

cal,

and

com

mun

icat

ions

rev

olut

ions

(e.g

., te

levi

sion

, sat

ellit

es, c

ompu

ters

).

Chro

nolo

gica

l and

Spa

tial R

easo

ning

– C

SR

1. S

tude

nts

com

pare

the

pre

sent

with

the

pas

t, ev

alua

ting

the

cons

eque

nces

of p

ast

even

ts a

nd

A1.0

, A2.

0B1

.0, B

2.0

C1.0

deci

sion

s an

d de

term

inin

g th

e le

sson

s th

at w

ere

lear

ned.

2. S

tude

nts

anal

yze

how

cha

nge

happ

ens

at d

iffe

rent

rat

es a

t di

ffer

ent

times

; und

erst

and

that

A1

.0, A

2.0,

A3.

0,

som

e as

pect

s ca

n ch

ange

whi

le o

ther

s re

mai

n th

e sa

me;

and

und

erst

and

that

cha

nge

is c

ompl

i-C1

.0A4

.0ca

ted

and

affe

cts

not

only

tec

hnol

ogy

and

polit

ics

but

also

val

ues

and

belie

fs.

3. S

tude

nts

use

a va

riety

of m

aps

and

docu

men

ts t

o in

terp

ret

hum

an m

ovem

ent,

incl

udin

g m

ajor

pa

tter

ns o

f dom

estic

and

inte

rnat

iona

l mig

ratio

n, c

hang

ing

envi

ronm

enta

l pre

fere

nces

and

A1

.0, A

2.0,

A3.

0,

B1.0

C1.0

sett

lem

ent

patt

erns

, the

fric

tions

tha

t de

velo

p be

twee

n po

pula

tion

grou

ps, a

nd t

he d

iffu

sion

of

A4.0

, C6.

0id

eas,

tec

hnol

ogic

al in

nova

tions

, and

goo

ds.

4. S

tude

nts

rela

te c

urre

nt e

vent

s to

the

phy

sica

l and

hum

an c

hara

cter

istic

s of

pla

ces

and

A1.0

regi

ons.

27


Acad

emic

Alig

nmen

t M

atrix

PATH

WAY

S

A.

B.

C.

MA

RK

ET

ING

, S

ALE

S, A

ND

SE

RV

ICE

SM

arke

ting

Prof

essi

onal

Sal

esEn

trep

rene

ursh

ip a

nd

Self-

Empl

oym

ent

His

toric

al R

esea

rch,

Evi

denc

e, a

nd P

oint

of

View

– H

R

1. S

tude

nts

dist

ingu

ish

valid

arg

umen

ts f

rom

fal

laci

ous

argu

men

ts in

his

toric

al in

terp

reta

tions

.A1

.0

4. S

tude

nts

cons

truc

t an

d te

st h

ypot

hese

s; c

olle

ct, e

valu

ate,

and

em

ploy

info

rmat

ion

from

mul

-C1

.0, C

2.0,

C3.

0, C

4.0,

tip

le p

rimar

y an

d se

cond

ary

sour

ces;

and

app

ly it

in o

ral a

nd w

ritte

n pr

esen

tatio

ns.

A1.0

C5.0

, C6.

0, C

7.0,

C8.

0,

C9.0

, C10

.0, C

11.0

His

toric

al In

terp

reta

tion

– H

I

1. S

tude

nts

show

the

con

nect

ions

, cau

sal a

nd o

ther

wis

e, b

etw

een

part

icul

ar h

isto

rical

eve

nts

A1.0

, A2.

0C2

.0an

d la

rger

soc

ial,

econ

omic

, and

pol

itica

l tre

nds

and

deve

lopm

ents

.

28

Marketing, Sales, and Services | MSS 29

Contributors

Marketing, Sales, and Services

Lloyd McCabe, Administrator, California Department of Education

Kay Ferrier, Education Consultant, California Department of Education

Standards Review TeamLaurie Andrews, Instructor, Amador Valley High School

Polly Farina, CTE Instructional Support Specialist, Solano County Office of Education

Denise Gregor, Instructor, San Francisco Unified School District

Nancy Miller, Director of CTE, Santa Rosa City Schools

Jeff Mueller, Instructor, Fremont Union High School District

Brooks Ohlson, Director, International Trade Center, Los Rios Community College

Carl Schmidt, Chair, Business Department, Fremont Union High School District

Mary Whited, Coordinator, Regional Occupational Program, Merced County Office of Education

Standards Writing TeamKelley Garcia, Marketing Coordinator, Yolo Credit Union

Denise Gregor, Instructor, San Francisco Unified School District

Marty Isozaki, President, InfoWave

Vera L. Jacobson, Instructor, Carlmont High School District

Jeff Jordan, President, Rescue Social Change Group

Dennis Kercher, Sales, Kodak

Myla Kovac, President, Field Dynamics Market Research

Jerry McGee, Director, American Association of Advertising Agencies, Western Region

Denise Spanek, Owner, Visage Studio

Mary Whited, Coordinator, Regional Occupational Program, Merced County Office of Education

Common Core Alignment TeamSusan Beckenham, Instructor, Providence High School

John Fleming, Instructor, Sacramento City Unified School District

Yvette Fraga, Instructor, Los Angeles Unified School District

Robert Guernsey, Instructor, Sacramento City Unified School District

Kamilah Jackson, Instructor, Los Angeles Unified School District

Linh Tran, Instructor, Sacramento City Unified School District


References

ACT. 2010. A First Look at the Common Core and College and Career Readiness. http://www.act.org/research/policymakers/pdf/FirstLook.pdf (accessed December 4, 2012).

American Association of Colleges for Teacher Education (AACTE) and the Partnership for 21st Century Skills. 2010. “Preparing Students for the 21st Century Economy.” http://www.edsynergy.org/wp-content/uploads/2011/07/PREPARING-STUDENTS-FOR-THE-21ST-CENTURY-ECONOMY-3.doc (accessed December 4, 2012).

Anderson, Lorin W., David R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Rahts, and Merlin C. Wittrock. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson.

Arizona Department of Education, Career Technical Education. 2009. “Arizona CTE Career Preparation Standards and Measurement Criteria: Entrepreneurship.” http://www.azed.gov/ (accessed December 24, 2012).

. 2009. “Arizona CTE Career Preparation Standards and Measurement Criteria: Professional Sales and Marketing.” http://www.azed.gov/ (accessed December 24, 2012).

Association of American Colleges and Universities. 2007. College Learning for the New Global Century. http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf (accessed December 4, 2012).

Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006. How Should Colleges

Prepare Students to Succeed in Today’s Global Economy? http://www.aacu.org/leap/documents/Re8097abcombined.pdf (accessed December 4, 2012).

California Department of Education. 2006. California Career Technical Education Model Curriculum Standards, Grades Seven Through Twelve. http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf (accessed December 4, 2012).

. 2007. Career Technical Education Framework for California Public Schools, Grades Seven Through Twelve. http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf (accessed December 4, 2012).

California Employment Development Department. 2010. California’s Green Economy: Summary of Survey Results. http://www.labormarketinfo.edd.ca.gov/contentpub/GreenDigest/CA-Green-Economy-SummarySurveyResults.pdf (accessed December 4, 2012).

Children Now. 2010. California Report Card 2011–12: Setting the Agenda for Children. http://www.childrennow.org/uploads/documents/reportcard_2011.pdf [Link no longer valid] (accessed December 4, 2012).

The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, and the Society for Human Resource Management. 2006. Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. http://www.shrm.org/research/surveyfindings/documents/are they really ready to work survey report.pdf (accessed December 4, 2012).

30

http://www.act.org/research/policymakers/pdf/FirstLook.pdf

http://www.edsynergy.org/wp-content/uploads/2011/07/PREPARING-STUDENTS-FOR-THE-21ST-CENTURY-ECONOMY-3.doc

http://www.azed.gov/

http://www.azed.gov/

http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf

http://www.aacu.org/leap/documents/Re8097abcombined.pdf

http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf

http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf

http://www.labormarketinfo.edd.ca.gov/contentpub/GreenDigest/CA-Green-Economy-SummarySurveyResults.pdf

http://www.shrm.org/research/surveyfindings/documents/are they really ready to work survey report.pdf


Conley, David T. 2010. College and Career Ready: Helping All Students Succeed Beyond High School. San Francisco: Jossey-Bass.

Conley, David T., Kathryn V. Drummond, Alicia de Gonzalez, Jennifer Rooseboom, and Odile Stout. 2011. Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness. Eugene, OR: Educational Policy Improvement Center. http://www.epiconline.org/publications/documents/ReachingtheGoal-FullReport.pdf (accessed December 4, 2012).

Darling-Hammond, Linda, Ruth Chung Wei, Alethea Andree, Nikole Richardson, and Stelios Orphanos. 2009. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Palo Alto, CA: National Staff Development Council and the School Redesign Network at Stanford University. http://learningforward.org/docs/pdf/nsdcstudy2009.pdf (accessed December 4, 2012).

Institute of Education Sciences, National Center for Education Statistics. 2012. The Condition of Education. http://nces.ed.gov/programs/coe/ (accessed December 4, 2012).

International Center for Leadership in Education. 2012. “Rigor/Relevance Framework.” Rexford, NY. http://www.leadered.com/rrr.html [Link no longer valid] (accessed December 4, 2012).

Intersegmental Committee of the Academic Senates (ICAS) of the California Community Colleges. 2002. Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities. http://asccc.org/sites/default/files/AcademicLiteracy.pdf (accessed December 4, 2012).

Kober, Nancy, and Diane Stark Rentner. 2011. States’ Progress and Challenges in Implementing Common Core State Standards. Washington, DC: Center on Education Policy. http://www.cep-dc.org/displayDocument.cfm?DocumentID=343 (accessed December 4, 2012).

Marzano, Robert J., and John S. Kendall. 2007. The New Taxonomy of Educational Objectives. 2nd ed. Thousand Oaks, CA: Corwin Press. http://www.marzanoresearch.com/site/default.aspx [Link no longer valid] (accessed December 4, 2012).

MetLife, Inc. 2011. The MetLife Survey of the American Teacher: Preparing Students for College and Careers. https://www.metlife.com/assets/cao/contributions/foundation/american-teacher/MetLife_Teacher_Survey_ 2010.pdf (accessed December 6, 2012).

National Association of State Directors of Career Technical Education Consortium (NASDCTEc). 2011. “CTE and College and Career Ready Standards: Preparing Students for Further Education and Careers.” Silver Spring, MD. http://www.careertech.org/ (accessed December 4, 2012).

. 2012. “Introduction to the Common Career Technical Core.”

National Center for Education Statistics. 2008. Trends in International Mathematics and Science Study 2007. http://nces.ed.gov/timss/index.asp (accessed December 4, 2012).

National Governors Association, Council of Chief State School Officers, and Achieve, Inc. 2008. Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education. Washington, DC: National Governors Association. http://www.nga.org/files/live/sites/NGA/files/pdf/0812BENCHMARKING.PDF (accessed December 4, 2012).

31

http://www.epiconline.org/publications/documents/ReachingtheGoal-FullReport.pdf

http://learningforward.org/docs/pdf/nsdcstudy2009.pdf

http://nces.ed.gov/programs/coe/

http://asccc.org/sites/default/files/AcademicLiteracy.pdf

http://www.cep-dc.org/displayDocument.cfm?DocumentID=343

https://www.metlife.com/assets/cao/contributions/foundation/american-teacher/MetLife_Teacher_Survey_ 2010.pdf

http://www.careertech.org/

http://nces.ed.gov/timss/index.asp

http://www.nga.org/files/live/sites/NGA/files/pdf/0812BENCHMARKING.PDF


Nevada Department of Education. 2001. “Nevada Occupational Skills Standards: Marketing.” Carson City, NV. http://www.doe.nv.gov/.

North Dakota Department of Career and Technical Education. 2007. North Dakota Marketing Education: Content Standards. http://www.nd.gov/cte/services/standards/docs/ marketing-final-approved-Feb07.pdf [Link no longer valid] (accessed December 24, 2012).

Organisation for Economic Co-operation and Development (OECD). 2011. Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States. Paris, France. http://www.oecd.org/pisa/46623978.pdf (accessed December 4, 2012).

Owen Wilson, Leslie. 2006. “Dr. Leslie Owen Wilson’s Curriculum Pages: Beyond Bloom—A New Version of the Cognitive Taxonomy.” Stevens Point, WI: University of Wisconsin–Stevens Point. http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm (accessed December 4, 2012).

Public Broadcasting Service (PBS). 2012. PBS TeacherLine: Professional development for PreK–12 educators. http://www.pbs.org/teacherline (accessed December 4, 2012).

United States Department of Labor, Employment and Training Administration. 2009. “Secretary’s Commission on Achieving Necessary Skills.” http://wdr.doleta.gov/SCANS/ (accessed December 4, 2012).

University of Idaho, College of Education. 2009. “Idaho Entrepreneurship Standards and Learning Indicators.” http://www.educ.uidaho.edu/standards/2009/ID_Bus_Standards/ Entr.pdf [Link no longer valid] (accessed December 24, 2012).

. 2009. “Idaho Marketing Standards and Learning Indicators.”

WestEd, the California Department of Education, and the California Community Colleges Chancellor’s Office. 2008. 2008–2012 California State Plan for Career Technical Education. http://www.schoolsmovingup.net/cte/downloads/cteplan_122808.pdf (accessed December 5, 2012).

32 Published January 2017

http://www.doe.nv.gov/

http://www.oecd.org/pisa/46623978.pdf

http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

http://www.pbs.org/teacherline

http://wdr.doleta.gov/SCANS/

http://www.schoolsmovingup.net/cte/downloads/cteplan_122808.pdf

Documents

Marketing Professional Sales Entrepreneurship/ Self-Employment · M a r k e t i n g , S a l e s, a n d S e r v i c e s Marketing Professional Sales Entrepreneurship/ Self-Employment