Course Overview

Introduction to Marketing, Grade 11, College Preparation, BMI3C

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Business Studies

Course Description

This business course explores the fundamentals of marketing by defining its nature and scope. Specifically, students examine consumer consumption patterns and motivation, as well as the major factors that play a role in identifying consumer, industrial, and institutional target markets. Furthermore, students study how market research, the analysis of change in the economy, and the global market place play key roles in the segmenting of markets. Also, there is an examination of current environmental, international, and technological trends. Students analyse how the aforementioned concepts impact a company’s positioning, pricing, distribution, and promotional strategies in light of an extremely competitive environment. This course enables students to apply the theory covered, by embracing the strategic aspects of marketing in their final culminating project. This activity allows students to utilize the different tools of marketing to properly position and develop a marketing plan for their product.

How This Course Supports the Ontario Catholic School Graduate Expectations

The Catholic Church acknowledges the legitimate role of profit as an indication of a successful business (Pope John Paul II, On the Hundredth Anniversary of Rerum Novarum, Encyclical Letter, 1991). Catholic students need to recognize that profitability can be attained within the precepts of our faith. With the advent of e-commerce, and the prominence of the global marketplace, profitability is sustained in part by new product development, and corporate growth strategies. In this, businesses must critically analyse their marketing strategies to avoid creating “artificial needs.” Corporations need to make marketing decisions in light of gospel values and with an informed conscience. Teachers delivering this course are to explain how profits that result from a successful marketing plan can represent a foundation for future growth. Such growth must involve successful companies that market their products or services with consideration for social responsibility, human solidarity, and the common good. In this course, students realize that marketers, both domestically and abroad, can influence consumer choices, attitudes, and lifestyles, to the benefit of human spirituality.

Course Notes

This course serves as a springboard for a college marketing program. With this in mind, the course should be application-oriented. Students should be given ample opportunity to demonstrate their knowledge and understanding of concepts.

The strategic marketing mix should be the primary consideration for this course. The reasons are twofold: the prominence of the four Ps in the Business Studies Ministry Document and the role that the four Ps play in the conceptualization of corporate strategy. The examination of local, national, and global positioning, pricing, distribution, and promotional strategies should be the focus when teaching the marketing mix. This establishes a foundation of knowledge for students when developing their marketing plans. This culminating project should be assigned after the introduction unit. As students build their foundation of knowledge they can start putting together the pieces of their marketing plan. Sufficient class time should be given for this process. Their plans should be presented at the end of the term using a presentation software program.

The Business Studies Ministry Document effectively clusters learning expectations in a cohesive fashion. This Course Profile has been constructed so that some expectations appear in more than one unit. This provides the opportunity for consolidation of the learnings.

Teachers should be aware of students that require modification to the mandated expectations for this course. See Ontario Secondary Schools (p. 24 5.4.4).

Units: Titles and Times

Unit 1	The Marketing Process	30 hours
* Unit 2	The Marketing Mix	35 hours
Unit 3	Trends in Marketing	25 hours
Unit 4	Marketing Opportunities	20 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: The Marketing Process

Time: 30 hours

Unit Description

Students develop an understanding of the nature and scope of the marketing mix and how current trends shape marketing strategies. In particular, they recognize how emerging technologies influence the manner in which goods and services are exchanged. Students learn how marketing influences the competitive environment and the role that research plays in the marketing process. They explore how cultural and ethnic differences affect marketing methods and activities in the global economy. Through this, students realize that humanity is interdependent and that a Catholic’s deep sense of community allows for a culturally diverse society.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	MPV.01, MP1.01, MP1.02, MP1.03, MP1.04, MP1.05, TM1.03, TM1.04, TM4.03 CGE 1d, 2a,b,c,d, 3b, 4a,b,c,e	Knowledge Communication	Marketing Concepts
2	MPV.02, MP2.01, MP2.02, MP2.03, MP2.04, MM4.03, TM3.04 CGE 1d,h, 2a,b,c,d, 3b,c,f, 4a,b, 7f,g	Communication Thinking/Inquiry	Global Marketplace
3	MPV.03, MP3.01, MP3.02, MP3.03, MP3.04, TM1.02, MP2.01, MP2.03 CGE 1h, 2a,b,c,d, 3c, 4a,b,f	Knowledge Thinking/Inquiry	Consumers and Competition
4	MPV.04, MP4.01, MP4.02, MP4.03, MP4.04, MM1.04, MP3.01 CGE 2a,b,c,d,e, 3b,c, 4a,b,f	Knowledge Application	Marketing Research

Unit 2: The Marketing Mix

Time: 35 hours

Unit Description

Students learn how to successfully price, distribute, promote, and position products in a competitive environment. They examine the importance of marketing products for the common good. Specifically, they demonstrate an understanding of the factors involved in establishing a promotional plan that is both socially and fiscally responsible.

Unit Overview Chart

Activity	Expectation	Assessment	Focus
1	MMV.01, MM1.01, MM1.02, MM1.03, MM1.04, MM1.05, MP3.03, TM2.02 CGE 2a,b,c,d, 3b,d,f, 4b,d, 5a,e, 7f,g,i	Application Thinking/Inquiry	Product Positioning
2	MMV.02, MM2.01, MM2.02, MM2.03 CGE 2a,b,c,d, 3b,f, 4b, 5f	Knowledge Thinking/Inquiry	Product Pricing
3	MMV.03, MM3.01, MM3.02, MM3.03, MM3.04, MM3.05, TM2.01 CGE 2a,b,d,e, 3f, 4b, 5a,e, 7f,i	Application Thinking/Inquiry	Product Distribution
4	MMV.04, MM4.01, MM4.02, MM4.03, MM4.04, MM4.05, TM2.03, TM3.04, MM1.05 CGE 2a,b,c,d,e, 3b, 4b, 5a,e,f, 7f	Knowledge Application Communication	Product Promotion

Unit 3: Trends in Marketing

Time: 25 hours

Unit Description

Students investigate the role that information technology plays in the current marketing environment. They compare and contrast local, regional, and international marketing strategies. Students critique environmental, ethical, and legal issues that surround marketing. They compare ways in which not-for-profit organizations apply the marketing mix. Furthermore, students explore prevalent marketing trends that challenge and promote our Catholic values.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	TMV.01, TM1.01, TM1.02, TM1.03, TM1.04, MP2.02 CGE 2a,b,c,d, 3b,c, 4a,b,c	Knowledge Thinking/Inquiry	Information Technology in Marketing
2	TMV.02, TM2.01, TM2.02, TM2.03, TM2.04, TM2.05, MM4.05 CGE 1d, 2a,b,c,d, 3b,c,d, 4a,b, 7a,f,i	Knowledge Thinking/Inquiry Application	Issues in Marketing
3	TMV.03, TM3.01, TM3.02, TM3.03, TM3.04, MP1.02, MP2.03, MM3.01 CGE 1d,h, 2a,b,c,d, 3b,c,d,f, 4a,b, 7f,g,i	Thinking/Inquiry Communication, Application	International Marketing
4	TMV.04, TM4.01, TM4.02, TM4.03, TM4.04, TM4.05, TM2.05 CGE 1h,i, 2a,b,c,d, 3a,b,c,d,f, 4a,b, 5c,d, 7b,i	Knowledge Application	Not-for-Profit Marketing

Unit 4: Marketing Opportunities

Time: 20 hours

Unit Description

Students identify the Catholic values necessary to succeed in the business world. Students evaluate personal and spiritual employability skills necessary for success. The culminating activity reinforces major concepts within the course and allows students to examine the myriad of career choices available in the field of marketing.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	MOV.01, MO1.01, MO1.02, MO1.03, MO1.04, MO1.05, MM1.02, MM1.04, MM2.02, MM3.02, MM4.03, MM4.05 CGE 2a,b,c,d, 3b,c, 4a,b,c, 5a,f,g	Knowledge Thinking/Inquiry Communication Application	The Marketing Plan
2	MOV.02, MO2.01, MO2.02, MO2.03, MO2.04, MO2.05 CGE 2a,b,c,d, 3b, 4a,b,e,g, 5b,c,d,h	Thinking/Inquiry Application	Career Paths in Marketing
3	MOV.03, MO3.01, MO3.02, MO3.03, MO3.04, MO1.O5 CGE 1g, 2a,b,c,d, 3a,b, 4a,b,e,g, 5b,c,d,h	Knowledge Application	Employability Skills

Teaching/Learning Strategies

Due to the diverse learning capabilities in a class, it is imperative that the teacher be equipped with a wide variety of teaching strategies. These strategies fall into three categories: teacher-centred,
learner-centred, and self-directed.

Teacher-centred Strategies

Teacher-centred strategies are those in which the teacher directs the learning e.g., teacher-led review, work/task sheet, Socratic lesson, mnemonic (trigger recall). Teacher-centred strategies have a definite place in this course as students learn to handle a broad range of topics. Teachers may find these strategies useful as ways to model how to set up notebooks or databases, to present complex concepts, or to make the best use of time in some parts of the course.

Learner-centred Strategies

Learner-centred strategies, which are activity-based, provide students with opportunities to actively apply what they have learned, e.g., text referencing, jigsaw, audio/visual, computer lab work, field trip, group project, role playing. The expectations for the use of these teaching strategies are that students develop problem-solving as well as collaborative skills.

Self-directed Strategies

Self-directed strategies may be used to promote independence and self-reliance e.g., displays, electronic media research, computer-assisted learning. The benefits of these strategies are that students learn to take responsibility for and manage their own learning.

Course Evaluation

The success and effectiveness of this or any program requires that teachers consciously collect information that indicates what works and what does not work. Reflective practice should be formative, summative, include an assessment of the intended and actual products, and, ideally, involve the students. Some suggested tools the teacher might consider are: personal reflection (diaries or journals), action research (experimental tasks), checklists, student questionnaires, audio and/or video recording, the development of a course portfolio, and peer observation and feedback. It is recommended that each teacher modify and document this course profile on an annual basis as part of this process of evaluation.

Assessment & Evaluation of Student Achievement

Teachers should employ assessment techniques frequently throughout the course in order to communicate the expectations of the course to students, make appropriate adjustments to teaching/learning strategies as required, and accommodate the special needs of students. Student input to the assessment process should be welcomed and valued. Several of the devices listed below can be constructed for diagnostic, formative or summative purposes.

· Informal Observation	· Informal and Formal Observation	· Assignments
· Brainstorming	· Interviews	· Products
· Checklists	· Verbal Feedback	· Quizzes
· Word Clustering	· Written Feedback	· Tests
· Graphic Organizers	· Rubrics	· Rubrics
· Presentations	· Individual and Group Assignments	· Written tests

Evaluation

Seventy per cent of the grade is based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade is based on a final evaluation in the form of an examination and development of a culminating marketing plan.

Accommodations

Teachers should address exceptional students’ Individual Educational Plans (IEPs) and consult with the appropriate support staff. This allows teachers to effectively implement prescribed accommodations/ modifications. The following are some suggested strategies based on different exceptionalities that could be applied throughout the various activities:

Reading Needs

· read questions first

· modify reading requirements

· use reading partners

· pre-teach concepts/vocabulary

· highlight notes

· use visuals

· use videos

· read instructions

Math Needs

· check work after each example

· relate problems to real life

· modify complexity of examples

· review daily

· teach use of diagrams

· teach use of calculator

· use hands-on manipulatives

· adjust number of problems

Memory Needs

· teach students to verbalize concepts

· check that daily assignments are recorded in a daily planner

· avoid recall questions

· insist student write things down

· provide lists and/or flow charts

· give visual clues

· give demonstrations

· teach mnemonics

Oral Language Needs

· provide non-threatening environments

· do not ask the students to respond to questions without forewarning

· use cooperative learning

· work one-to-one

· have realistic expectations

· provide choices

· use electronic medium

· permit small groups

Motivation Needs

· provide a variety of types of assignments

· create personalized assignments

· set realistic goals and expectations

· avoid public confrontation

· provide praise and positive feedback

· be flexible with timelines

· conference on a one-to-one basis

· maintain contact with home

Written Language Needs

· vary assignments

· give explicit instructions

· allow more time

· provide photocopied notes

· allow point-form notes

· don’t penalize mechanics

· use peer editing

· teach use of spell check

Attention Needs

· provide a variety of activities and teaching techniques

· give blocks of information and vary the activities frequently

· use cooperative learning

· ask students to repeat instructions to you

· provide immediate feedback

· move around room

· use visuals

· ensure students see an end in sight

Enrichment Needs

· independent study

· cooperative education

· e-commerce simulation

· Junior Achievement

· Rotary Club Business Camp Enterprise

· Sir Wilfred Laurier Stock Market Competition

· Distributive Education Clubs of America (DECA) and Ontario Business Educators Association (OBEA) contests

· Business Club/School Store

· mentorship programs

ESL Needs

· pair or group students with English speakers

· provide note-making guide

· promote peer tutoring

· encourage use of first language English dictionaries for assignments and assessment

· pair written instructions with verbal instructions

· provide visual and auditory clues

· allow extra time for reading or writing assignments

· ask an ESL/ELD teacher to review questions, assignments, or assessment instruments

· The teacher should set the tone for a positive attitude toward helping students with special needs.

· English-speaking students can help their ESL classmates by repeating, rephrasing, and writing words down.

· Bilingual peer tutors, if available, can be helpful, or use classroom groups to facilitate clarification in native language (ESL students benefit from first language help and support).

· Provide peer tutors and give them specific responsibilities up front.

· Give recognition to partners for undertaking responsibilities with students with special needs.

· Avoid “all ESL” groupings.

· Encourage ESL students to use their own language to explain terms in their private notes if it helps them remember.

· Have all concrete items labelled so that every time students sit at the workstation they are reminded of the terms.

· Allow speaking in native languages for clarification and explanation.

· Teachers help students decide on the skills and competencies that need work.

· Provide students with a summary sheet that can be used at the end of each class (with teacher assistance) to list main terms or concepts that were the focus of the lesson.

· Make overheads of handouts on which teacher highlights important terms, explains words, clarifies instructions, etc. while students do the same on their copy.

· Provide students with articles to choose from if they are unable to do their own research.

· Assist tutors for ESL students to help with the reading section.

· Provide a glossary of terms for the reading for students with special needs.

Resources

There is a wide, almost limitless number of general business resources available. The list is intended to assist both the student and teacher but is not definitive. Resources required for specific unit activities are provided but are presented in generic subcategories to encourage the teacher and students to creatively pursue additional resources when appropriate. Internet sites are not segregated into a list of their own but included in each subcategory. Every effort has been made to check the current accuracy of Internet sites, but teachers are advised to check addresses prior to use. Very brief annotated descriptions are included for some resources, but teachers should check all of the information to determine what references are most appropriate for their students.

Note: The URLs for the websites have been verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Theology

Kosior, Stan, Peter Petrasek, Colleen Smyth, Bernard Smyth, and Larry Trafford. One World to Share: When Faith and Economics Meet. Toronto, ON: Metropolitan Separate School Board (TCDSB), 1990.

Pope John Paul II. On Human Work. Encyclical Letter, 1981.
http://www.catholic.net/RCC/documents/

Pope John Paul II. On the Hundredth Anniversary of Rerum Novarum. Encyclical Letter, 1991.
http://www.catholic.net/RCC/documents/

Pope Leo XIII. On the Condition of the Working Classes. Encyclical Letter, 1891.
http://www.catholic.net/RCC/documents/

Associations

Canadian Foundation for Economic Education – http://www.cfee.org/en/
An economic education site containing teaching materials and strategies.

Canadian Retail Hardware Association – http://www.crha.com/
This site focuses on the organization of hardware and home improvement retailers.

Electronic Retailing Association – http://www.retailing.org/regulatory/regulatory.html
A one-stop source for on-line, television, and radio shoppers to become better-informed customers.

Marketing Associations and Institutes – http://cwis.kub.nl/~few/few/be/marketin/associat.htm
A marketing site containing journals, magazines, and associations.

Packaging Association of Canada – http://www.pac.ca/
Industries in the site include grocery, beverage, cosmetics, automotive, etc.

Retail Council of Canada – http://www.retailcouncil.org/
An on-line site containing e-business and e-retailing.

Government

Canada’s Business Information Site – http://strategis.ic.gc.ca/engdoc/main.html
This site contains such things as economic analysis, statistics, research, and technology.

Government of Ontario – http://www.gov.on.ca/MBS/english/new/
Government of Ontario’s central site focusing on government and economic issues.

Government of Canada Entrepreneurs and the Self Employed – http://canada.gc.ca/infocentre/pc/categories/link4_e.html

Revenue Canada - http://www.rc.gc.ca
This site contains automated and on-line services.

Statistics Canada – http://statcan.ca/start.html
This government site contains census information on Canadians.

The Job Bus Canada - http://www.jobbus.com/
The site Job Bus links to companies who are hiring.

Youth Resource Network of Canada - http://www.youth.gc.ca/menu_e.shtml
This site provides a multitude of information of the employment world.

Print

Armstrong, Gary, P. Kotler, and G. McDougall. Marketing, Canadian 2nd ed. Scarborough, ON: Prentice-Hall, 1992. ISBN 0-13-544685-6

Barnes, J., M. Etzel, M. Sommers, W. Stanton, and B. Walker. Fundamentals of Marketing, 8th Canadian ed. Toronto, ON: McGraw-Hill Ryerson, 1998. ISBN 0-07-560436-1

Bearden, W. Marketing W/Powerweb Package, 3rd ed. Toronto, ON: McGraw-Hill Ryerson. 2000.
ISBN 0-07-246128-4

Beck, Nuala. Shifting Gears: Thriving in the New Economy. Toronto, ON: Harper Collins Publishers Ltd., 1992. ISBN 0006384803

Berkowitz, E., F. Crane, R. Kerin, S. Hartley, and W. Rudelius. Marketing, 3rd Canadian ed. Toronto, ON: McGraw-Hill Ryerson, 1998. ISBN 0-07-560315-7

Brand, Margaret and Ann Sparks. Success in the Workplace. Mississauga, ON: Copp Clark Pitman Ltd., 1990.

Careers in a Package. The Packaging Career Council of Canada. Packaging Association of Canada, 1998. Contact information - www.packagingcareers.org

Coca-Cola Ltd. Coca-Cola Business Studies Program. Toronto, ON, 1994.

Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for the Socially Responsible Investor. Toronto, ON: Dutton, Penguin Group, 1998.

Di Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, ON: Oxford University Press, 1998.

Foot, David and Daniel Stoffman. Boom Bust and Echo 2000: Profiting from the Demographic Shift in the New Millennium. Toronto, ON: Stoddart, 2000. ISBN 0-7737-6128-4

Popcorn, Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your Work and Your Business. New York, NY: Harper Collins Publisher, 1996. ISBN 0887306942

Popcorn, Faith and Lys Marigold. Clicking: 17 Trends that Drive Your Business and Your Life. New York, NY: Harper Collins, 1997. ISBN 0887308570

Popcorn, Faith. The Popcorn Report. New York, NY: Doubleday, 1991. ISBN 0887305946

Stewart, Margaret J., Diane Johns, David Notman, and Lynn L. Vos. Marketing: A Global Perspective. Toronto, ON: John Wiley and Sons Canada Limited, 1991.

Magazines

Advertising Age – Publishes articles on trends in the advertising industry and on up-and-coming companies and people. Contains a database for industry research

Adweek Online – Electronic versions of Adweek, Mediaweek, and Brandweek. The site is subscription-based, but some articles are freely available

Advertising and Marketing Review – Rocky Mountain regional marketing and advertising newsletter presents feature stories, news, and resources for marketing and ad professionals

Aid4 Promotion – Download a free textbook about effective Internet marketing. Includes an index of recommended marketing software titles

American Demographics – Stay on top of consumer and marketing trends with this Dow Jones magazine. Most articles deal with business implications

American Marketing Association Journal of Marketing – Read articles, reviews, editorials, and contributor guidelines. Access archives from 1994

B&T Online – Australian weekly provides news, features, job postings, and Web information. Subscribe to the print version and view advertising details

Brand Packaging – Trade magazine showcases new products and packaging strategies. View current news and articles from its print incarnation

Brandweek – Major marketing weekly presents breaking news and trends in the advertising industry. Search the archives or browse the classifieds

Cable Avails – Cable-television advertising monthly presents cable industry news and updates. Includes a search feature

Colloquy – Quarterly newsletter for frequency marketing, a marketing strategy used to target a business's best customers. Includes a subscription form

Creative Magazine – Trade publication devoted to the promotion and marketing industry. Check out the on-line version of its print edition

Direct Magazine – Magazine for direct marketing management. Search archives by keyword and find news, features and columns concerning direct marketing

DM News – Ezine for direct marketers presents marketing news, classifieds and an events calendar. Includes an archive of past issues

EMarketer – Ezine for Internet marketing professionals has articles and related links. Sign up for the free weekly newsletter

Forecast – Newsletter by Intertec Publishing covers what's new and trends for the American demographics profession. Find back issues and data spreadsheets

Grey House Publishing – Publisher provides business-to-business reference directories for a variety of industries, including the health and education fields

InternetNews.com - Internet Advertising Report – Offers a daily collection of news articles pertaining to Internet advertising and marketing

Marketing and Public Relations Publications - Live! – Locate industry journals with research and marketing articles with the help of LookSmart Live!

Marketing Bulletin – Journal, based at Massey University in New Zealand, publishes papers, articles, commentary, research, and theory

Marketing Online – Subscription-based marketing magazine offers three levels of access. Guests can search current and back issues and review job postings

Marketing Tools Magazine – Publication that examines tactics and techniques for information-based marketers with full-text articles from current and past issues

MCB Univ. Press - Journal of Marketing Practice – Offers overview and selected articles. Lists Internet conferences and related journals with accompanying text

Money Maker’s Monthly – Industry journal for network marketing is produced monthly. Read editorials, features, and columns

PRWeek – Major print publication's on-line version provides comprehensive and current public relations information. Features event and job listings

Public Relations Tactics – Monthly newspaper delivers how-to information for PR professionals. Find subscription details, classifieds, and a site search

Quirks Marketing Research Review – On-line magazine offers practical applications in marketing research, including case studies and in-depth discussions

Response Magazine – Ezine for direct-response television business furnishes news, research, features, and directories of companies and their products

Sales and Marketing Automation – Tactics and methods, technologies and trends plus industry and vendor profiles are highlighted in S&MA’s ezine. Search back issues

Social Marketing, Novartis – Take a free, short on-line course in social marketing, provided by the Novartis Foundation for Sustainable Development

Strategy Magazine – Canadian market report supplies a sample of stories found in its print publication and features news, marketing trends, and personality profiles

Target Marketing – On-line magazine is for the direct-marketing industry. Subscribers can get news, find articles, and comb the directory of service providers

Team Licensing Business – Publication catering to the licensing of professional and amateur teams. Read an issue, search the archives, and learn about the business

Tilberg University - Academic Marketing Journals – Pointers to academic marketing journals on the Web. Also peruse lists of related journals and magazines

Web Marketing Today – Biweekly newsletter offers links to hundreds of articles and resources on Web marketing

Electronic

Angelfire – http://www.angelfire.com/ (website launch program)

Amazon.com – http://www.amazon.com/
An e-commerce website that is an industry leader. Products that are sold from the site include: CDs, DVDs, books, toys, etc.

Air Canada – http://www.aircanada.ca/
This gives out news releases for the investor and technical information. There is also information on travel packages.

Bell Canada Enterprises – http://www.bce.ca/
This site has information on news and events, corporate overview and lines of business.

Canadian Business Magazine – http://www.canadianbusiness.com/
This site is the on-line version of the Canadian Business Magazine.

Canadian Consumer Information – http://www.consumerinformation.ca/
This government site has information for consumers concerning children consumer industrial automotive products.

Canadian Tire – http://www.canadiantire.ca/
This site has corporate information about the company and a link for marketing programs.

Coca-Cola Corporation – http://www.coke.com/
This site has a corporate overview and the “Coke Store” that sells Coke merchandise.

Corel Corporation – http://www.corel.ca/
This site contains corporate information and Corel City, an e-commerce site.

Daimler Chrysler Canada – http://www.chryslercanada.ca/
This site markets Chrysler’s cars and gives customers information on upcoming events such as auto shows.

Dell – http://www.dell.ca/
Dell is a good example of successful direct marketer in the information technology field.

Entrepreneur Magazine – http://www.entrepreneurmag.com (on-line version of Entrepreneur Magazine)

Fast Company Magazine – http://www.fastcompany.com
This site helps people market their job skills in the new economy.

Find Articles – http://www.findarticles.com/ (an on-line article-search service)

Ford of Canada - http://www.ford.ca/
This site markets Ford cars and gives customers information on special promotions.

Gap - http://www.gapinc.com/
The Gap Site has information on Gap, Old Navy, and Banana Republic. There is also a link for students called Information 101.

Geocities – http://www.geocities.com/ (website launch program)

Homestead – http://www.homestead.com/ (website launch program)

Hudson’s Bay Company – http://www.hbc.com/language
Customers can shop on-line with Zellers or Hudson Bay.

Inc. Magazine – http://www.inc.com/ (on-line version of Inc magazine, which focuses on entrepreneurs)

Indigo – http://www.indigo.ca/
Customers can shop on-line and order Indigo products, which include books, CDs, and other gift ideas.

Labatt – http://www.labatt.ca/
This site gives corporate information, plays current commercial, and has games.

Marketing Magazine – http://www.marketingmag.ca (on-line version of Marketing Magazine)

McDonald’s Corporation – http://www.mcdonalds.com/
This site has corporate information and links to MacDonald restaurants worldwide.

Newbridge Networks – http://www.newbridge.com/
This has corporate information and explains Newbridge Alcatel Technology for networking solutions.

Nike Inc. – http://www.nike.com/
This site has information on Nike products and also streams video from latest advertising campaigns.

Nortel Networks Inc. – http://www.nortel.ca/
This site gives information on how Nortel is powering the new Internet with its line of technology.

Packaging Association of Canada – http://www.pac.ca/
The members of this site include suppliers of packaging-related products, materials, technology, and service. Industries included in the site are grocery, beverage, pharmaceutical, cosmetic, and automotive.

Profit Magazine – http://www.profitguide.com (an on-line magazine for Canadian Entrepreneurs)

Roots – http://www.roots.com/
Roots has an e-commerce website that has an Canadian and an American Link.

Sears – http://www.sears.ca
Sears has an e-commerce website that includes most the items for sale in their catalogue division.

Stats Canada – http://www.statcan.ca/
This government site has census information on Canadians.

Strategy Magazine – http://www.strategymag.com
This magazine focuses on marketing strategies for companies

Tommy Hilfiger Inc. – http://www.tommy.com/
This site provides information on stores and Tommy’s Products.

Toyota Canada – http://www.toyota.ca/
This site markets Toyota’s cars and collects information from the customers using a Postal Code.

On-line Newspapers

Canada Employment Weekly – http://www.mediacorp2.com/
Canada’s largest job searching newspaper.

Globe and Mail – http://www.globeandmail.com

The Hamilton Spectator – http://www.hamiltonspectator.com/

The Toronto Star – http://www.torstar.com

Ottawa Business Journal – http://www.ottawabusinessjournal.com/
An on-line newspaper with up-to-the-minute business and news from across the nation.

On-line Career Opportunities

Apprenticeships – http://apprenticesearch.com/
This site facilitates the match between people looking for skilled trades employment and apprenticeship opportunities, and employers offering apprenticeship training and jobs.

Jobs Canada – http://www.canada.plusjobs.com/
A nationwide, award-winning Internet job database determined to help make the connection between Canadian employers and potential employees.

Canadian Sport – http://www.canadiansport.com/
A site to search for jobs available in sport and recreation.

Career Bookmarks – http://careerbookmarks.tpl.toronto.on.ca/
A site that allows students to assess their marketability and identify career choices.

Career Cruising – http://www.careercruising.com/
This site is a comprehensive and interactive career guidance resource.

Career Explorer – http://on.cx.bridges.com/ (a career-life exploration and planning system)

Career Path – http://10steps.careerpathson-line.com/skills.asp
This site allows students to identify career paths by analysing their values, skills, interests, and learning styles.

Career Profile – http://www.review.com/
This site allows students to research careers and learn about themselves so that they can find that perfect job.

Choices – http://www.careerware.com/
This site allows students to self-assess, and participate in job-search activities.

Connecting Personality Types with Careers – http://www.doi.gov/octc/typescar.html
This site allows student to search for careers that coincide with their personality tendencies based on the Myers-Briggs personality categories.

Job Futures – http://www.hrdc-drhc.gc.ca/JobFutures/
This site offers students the latest information available about the world of work.

Monster.ca – http://jobsearch.monster.ca/ (extensive job searches)

Job Bank – http://jb-ge.hrdc-drhc.gc.ca/
This site is an electronic listing of jobs, work, or business opportunities provided by employers from everywhere across Canada.

Jobpostings.net – http://jobpostings.net/ (Canada’s Student Recruitment Site)

JobUniverse.ca – http://jobuniverse.ca/ (an on-line international recruitment resource)

Mazemaster – http://mazemaster.on.ca (a one-stop shop for youth employment)

Public Service Commission of Canada – http://jobs.gc.ca/
This site allows students to seek opportunities across Canada organized by category.

Video

The Reasonably-Priced World of Marketing. Virginia: Cerebellum Corporation, 1998.

OSS Policy Applications

The Ontario Curriculum, Grades 11 and 12, Business Studies, 1999.

Choices Into Action, Program Planning and Assessment, Guidance and Career Education Program

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.

Computer Technology

Periodic access to computer technology, including the standard office productivity tools, such as word processors, spreadsheets, databases, e-mail, and the Internet, is a requirement of this course. Ideally, teachers should be able to access a computer lab during class time. If whole-class computer access is not possible on a planned basis, teachers should ensure that the Library/Resource Centre or other Internet access points are available after or before class. If students are able to have access to a computer lab during the delivery of this course, they must be cognisant of the school or board’s policy, regarding the ethical and safe use of the Internet.

Guidance

Throughout this course teachers should make extensive use of the Guidance Department’s resources in the area of career exploration (Choices Into Action). Students should be aware of the dynamic nature of business career paths available to them.

Work Experience

Teachers should draw from their own experience as an employee to complement and authenticate unit activities. Teachers should encourage students to relate their own personal experience in the workplace to the course content in order to better understand and apply course expectations.

Adults as Students

When teaching adults the teacher draws on their knowledge and experiences. Some forms of assessment strategies may be more fruitful when teaching adults (e.g., panel discussion). Prior assessment of computer literacy skills should be completed prior to using the Internet. Teachers should be sensitive to the possibility of family-oriented time constraints and make adjustments were possible.

Using the Business Community as a Resource

Teachers identify and gain the participation of local businesses wherever possible. Teachers are encouraged to develop an in-class display of community businesses and to highlight existing partnerships. Also, teachers might access a variety of community business links that reflect the diversity of the local school community and complement course content.

Coded Expectations, Introduction to Marketing, Grade 11,
College Preparation, BMI3C

The Marketing Process

Overall Expectations

MPV.01 · describe the process by which goods and services are exchanged;

MPV.02 · compare the factors that affect marketing methods and activities in the global economy;

MPV.03 · explain how marketing influences consumers and competition;

MPV.04 · demonstrate the importance of marketing research to a business.

Specific Expectations

Marketing Concepts

MP1.01 – define the basic nature and scope of marketing (e.g., the components of the marketing mix);

MP1.02 – identify and describe the current priorities in marketing strategies (e.g., total quality management, customer-driven application technology, target marketing);

MP1.03 – describe current marketing activities that target the youth market;

MP1.04 – relate marketing to the concepts of supply and demand;

MP1.05 – describe the use of data mining to gather marketing-related information.

The Global Marketplace

MP2.01 – explain how cultural and ethnic differences among consumers influence marketing;

MP2.02 – describe ways in which information technology is influencing global marketing strategies and techniques;

MP2.03 – compare the application and implementation of marketing in different types of economic systems;

MP2.04 – describe the impact of government policies and agencies (e.g., marketing boards, regulatory bodies) on marketing activities.

Consumers and Competition

MP3.01 – compare the buying behaviour and decision-making processes of a variety of consumers;

MP3.02 – summarize the factors that motivate a customer to purchase a product (e.g., discretionary income, peer pressure, evolving needs and wants);

MP3.03 – explain how marketing affects competition between products;

MP3.04 – describe how evolving information technologies (e.g., corporate websites, e-commerce) are used to influence, inform, and motivate consumers.

Marketing Research

MP4.01 – produce a detailed analysis of current marketing research techniques (e.g., data mining, electronic web surveys);

MP4.02 – identify tools and techniques that can be used to interpret consumer and market data (e.g., pie charts, polls, databases);

MP4.03 – describe the role of market research in the product development process;

MP4.04 – describe the role of market research in a business marketing plan.

The Marketing Mix

Overall Expectations

MMV.01 · explain what is required for a product to be positioned successfully;

MMV.02 · identify the factors involved in product pricing;

MMV.03 · compare a variety of distribution strategies;

MMV.04 · distinguish between product marketing and product promotion.

Specific Expectations

Product Positioning

MM1.01 – classify products according to type (e.g., consumer, industrial, institutional products);

MM1.02 – apply the product life cycle to different types of products (e.g., mainstream products, fads, fashions);

MM1.03 – demonstrate an understanding of the importance of branding;

MM1.04 – explain how products are positioned in terms of demographics and lifestyles;

MM1.05 – demonstrate an understanding of the characteristics of effective packaging and labelling.

Product Pricing

MM2.01 – explain the factors that affect the price of products;

MM2.02 – identify the pricing strategies used to promote the sale of products (e.g., skimming, market penetration);

MM2.03 – describe the impact of pricing policies on sales of goods and services.

Product Distribution

MM3.01 – compare the channels of distribution for a variety of products in a variety of markets;

MM3.02 – describe how effective and appropriate distribution policies may vary from product to product and for the same product;

MM3.03 – compare the advantages and disadvantages of the various ways in which goods can be shipped from one point to another;

MM3.04 – explain different systems of inventory control;

MM3.05 – demonstrate an understanding of how technology, including information technology, has altered distribution and inventory control systems.

Product Promotion

MM4.01 – compare various methods of advertising a product (e.g., the Internet, television, magazines);

MM4.02 – assess the effectiveness of advertisements in each of the major media;

MM4.03 – describe how electronic commerce and communication (e.g., telemarketing, the Internet, e-mail, desktop publishing software) are affecting product promotion opportunities and strategies;

MM4.04 – describe the role of the public-relations function in a business;

MM4.05 – identify criteria that should be considered when evaluating a promotional plan.

Trends in Marketing

Overall Expectations

TMV.01 · interpret the effects of new information technologies on marketing strategies;

TMV.02 · identify and describe various environmental, ethical, and legal concerns that relate to marketing;

TMV.03 · distinguish international marketing from national, regional, and local marketing;

TMV.04 · analyse effective marketing strategies used by organizations in the not-for-profit sector.

Specific Expectations

Information Technology in Marketing

TM1.01 – summarize the changes in marketing that have resulted from advances in information technology;

TM1.02 – describe ways in which information technology has had an impact on consumers;

TM1.03 – describe how emerging information technologies affect the functions of marketing;

TM1.04 – predict the factors, trends, and changes within information technology that might affect the role of marketing and marketing strategies in the future.

Issues in Marketing

TM2.01 – identify marketing issues created by changes in information technology (e.g., shopping on the Internet creates new competition, cell phones connect shoppers to home, new information-gathering techniques limit privacy);

TM2.02 – describe ways in which marketing activities (e.g., packaging, labelling) have been influenced by the environmental movement;

TM2.03 – present a summary of current issues and consumer concerns that are affecting promotion and marketing (e.g., concern about racism, sexism, truth in advertising, use of child labour in manufacturing);

TM2.04 – identify channels through which consumers can express objections to specific marketing activities (e.g., the Canadian Advertising Foundation, the Consumer Association of Canada, the Canadian Radio-Television and Telecommunications Commission);

TM2.05 – describe the objectives of and an effective marketing campaign for a specific social cause (e.g., an environmental issue, an animal shelter, a food bank).

International Marketing

TM3.01 – distinguish the major consumer and industrial markets around the world (e.g., the Pacific Rim, the European Union, the United States);

TM3.02 – describe the factors leading to the development of the multinational marketplace (e.g., the growth of information technology, common currencies, multinational corporations, immigration);

TM3.03 – compare the marketing strategies and activities of a number of major international corporations;

TM3.04 – report on the cultural, linguistic, and geographical difficulties that arise when corporations market their products abroad.

Not-for-Profit Marketing

TM4.01 – describe the characteristics and features of not-for-profit organizations;

TM4.02 – explain why marketing is important to not-for-profit organizations;

TM4.03 – compare ways in which not-for-profit organizations have applied the marketing mix;

TM4.04 – produce a summary of ways in which different levels of government engage in marketing activities;

TM4.05 – compare the ways in which the not-for-profit sector and governments market their products.

Marketing Opportunities

Overall Expectations

MOV.01 · design an effective marketing plan for a particular product;

MOV.02 · describe a variety of career paths available in the marketing industry;

MOV.03 · evaluate personal-employability skills related to marketing and potential careers in marketing.

Specific Expectations

The Marketing Plan

MO1.01 – describe the key steps and stages in the creation of a marketing plan;

MO1.02 – produce a marketing plan for a real or simulated product by using current technologies and tools;

MO1.03 – present the marketing plan to peers, teachers, parents, and/or members of the community;

MO1.04 – summarize the reviews and suggestions provided by themselves, their peers, teachers, or experts regarding a marketing plan they have developed;

MO1.05 – summarize the personal skills required for effectively implementing a marketing plan.

Career Paths in Marketing

MO2.01 – summarize information from a variety of sources (e.g., career-access software, the Internet, Human Resources Development Canada) about the wide range of marketing careers;

MO2.02 – compare the tasks, remuneration, and employment opportunities in a variety of marketing occupations, ranging from entry level to management;

MO2.03 – classify employment opportunities by marketing function (e.g., sales, transportation, advertising);

MO2.04 – identify growth areas in the field of marketing (e.g., sports marketing, entertainment marketing, information marketing);

MO2.05 – identify and describe opportunities for further studies in the field of marketing (e.g., programs offered by postsecondary institutions and/or private-sector training companies).

Employability Skills

MO3.01 – list the key competencies required for careers in marketing (e.g., effective communication skills, creative-thinking skills, technological knowledge);

MO3.02 – evaluate their own marketing and employability skills;

MO3.03 – explain the importance of self-promotion;

MO3.04 – develop a personal plan to acquire the skills necessary for success in a chosen marketing career.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Business Studies

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: The Marketing Process

Unit 2: The Marketing Mix

Unit 3: Trends in Marketing

Unit 4: Marketing Opportunities

Teaching/Learning Strategies

Teacher-centred Strategies

Learner-centred Strategies

Self-directed Strategies

Course Evaluation

Assessment & Evaluation of Student Achievement

Evaluation

Accommodations

Resources

Theology

Associations

Government

Print

Magazines

Electronic

Video

OSS Policy Applications

Computer Technology

Guidance

Work Experience

Adults as Students

Using the Business Community as a Resource

The Marketing Process

Overall Expectations

Specific Expectations

The Marketing Mix

Overall Expectations

Specific Expectations

Trends in Marketing

Overall Expectations

Specific Expectations

Marketing Opportunities

Overall Expectations

Specific Expectations