Foundations of Marketing (Texas Edition)

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.

The Teacher Edition includes a comprehensive alignment chart that directly links chapter topics to the state standards. This chart maps lessons to the TEKS and the English Language Proficiency Standards (ELPS). For example, a chapter outline table maps technical skills, concepts, and standard codes to specific instructional content. Additionally, the recommended sequencing guide provides an hour-by-hour pacing plan for various school models. The guide breaks down narrative sections, activities, and assessments, pairs them with the corresponding TEKS codes, and provides timing details to support instructional planning.

The Student Edition includes a course content section with detailed chapter overviews that identify the knowledge and technical skills taught in the course. These overviews outline the foundational concepts, business vocabulary, and application tasks for each unit. For example, the TEKS alignment table maps chapters to specific TEKS codes. This alignment shows how the materials sequence knowledge and technical skills across instructional units.

Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various school models [e.g., traditional secondary schools, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH)], schedules (e.g., block, modified block), and instructional calendars (e.g., varying number of instructional days).

The materials include a Pacing Guide that provides suggested pacing to support implementation across multiple school models and instructional schedules. The guide identifies recommended pacing for traditional secondary schools, Early College High Schools (ECHS), and Pathways in Technology Early College High School (P-TECH) settings. It also covers common instructional schedules, including daily, A/B block, modified block, and semester block (4x4) formats, along with implementation assumptions for each model. These pacing resources help educators organize instruction around their campus’s instructional calendar and schedule.

The Pacing Guide outlines specific instructional time frames for various scheduling formats. For example, the traditional seven-period schedule recommends 15 instructional days for “Part I: Marketing and You” (chapters 1–3). The guide also includes an ECHS/P-TECH daily extended-period schedule, presented in a similar format, to support implementation during extended instructional periods. In addition, the part overview provides further information to help educators plan instruction within the recommended pacing.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts and technical skills to be learned connect throughout the course.

The Teacher Manual explains the educational rationale for organizing the instructional units. The recommended sequencing guide explains how the unit sequence intentionally guides students from foundational business concepts to advanced planning and market research. Additionally, the Teacher Manual includes instructional notes that systematically connect the introduction, development, and reinforcement of concepts, technical skills, and vocabulary. For example, the guide maps how early instruction in creative thinking directly connects to and supports subsequent lessons on product development and prototyping. This detailed outline establishes a clear rationale for unit order and concept connections across lessons to support educators.

The Student Edition structures lessons so that students build prerequisite vocabulary and conceptual knowledge in the early chapters before applying them to complex technical tasks. This logical progression creates strong conceptual connections that guide students from foundational to advanced applications. For example, the Student Edition requires students to define market structures in chapter 3 before conducting a competitor analysis in chapter 4. By structuring tasks chronologically, the materials allow students to master foundational business definitions before engaging in complex research activities.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The Teacher Manual includes a structured protocol for unit and lesson internalization that helps educators plan and prepare for instruction. For example, this protocol directs educators to analyze the overall instructional flow, review academic standards, plan language supports, and organize logistics before a chapter begins.

The Teacher Manual provides chapter lesson plans that include an overview table outlining lesson objectives, key vocabulary, and modeling prompts. For example, the plan for chapter 2 lists the TEKS alongside pacing guidance. This organized layout provides practical, lesson-level guidance to support effective unit and lesson internalization.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The Teacher Manual provides classroom observation and coaching tools to help instructional leaders monitor classroom delivery. For example, these resources include walkthrough checklists and reflective coaching prompts designed to guide campus administrators and instructional coaches as they observe lessons. These look-for indicators provide valuable guidance for instructional leaders to support educators and maintain implementation accuracy.

The Teacher Manual includes a dedicated checklist to help instructional leaders evaluate program implementation throughout the school year. For example, the checklist outlines criteria for assessing pacing, lesson preparation, instructional differentiation, and ELPS integration. This tool guides administrators in systematically monitoring daily practices to ensure educators implement the materials accurately.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach the concepts and technical skills in the unit.

The Teacher Edition includes comprehensive unit overviews that provide educators with the prerequisite background knowledge and vocabulary needed for instruction. For example, in chapter 1, the overview introduces foundational concepts such as the principles of marketing, marketing functions, and the marketing environment. The section also includes a key vocabulary table that identifies critical academic, professional, and technical terms. These overviews provide the background content knowledge and vocabulary necessary to support effective instruction throughout the course.

The Teacher Manual reinforces this preparation with a structured planning framework. For example, the unit internalization protocol directs educators to analyze the upcoming chapter overview, anticipate common student misconceptions, and map language supports before a unit begins. This planning process ensures that educators deeply understand how instructional concepts and technical skills connect across units. These integrated resources provide educators with the precise content knowledge and discipline-specific vocabulary needed to deliver the lessons effectively.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The Teacher Manual includes a family-facing Family Guide with letters in both English and Spanish for each of the 12 chapters. Each letter provides families with a clear chapter overview, essential business concepts, and structured bilingual conversation prompts to reinforce learning at home. These structured correspondence resources include supports for families in both Spanish and English for each unit, with suggestions on how best to support the student’s progress.

The Teacher Manual includes a bilingual cognate chart and a comprehensive Spanish glossary, both located in the back of the student textbook. The guide recommends that educators share these cross-linguistic vocabulary tables with families to support home-based vocabulary review. This strategy enables families to practice technical business terms together. These collaborative vocabulary tools contain supports for families in both Spanish and English for each unit.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

The Teacher Manual provides comprehensive, structured lesson plans for all 12 chapters outlining the daily instructional sequence. For example, in the Teacher Edition, chapter 1, “Marketing Fundamentals,” the lesson overview section includes a dedicated materials list identifying the resources both the educator and students require for instruction. The guide also embeds clear time allocations for each lesson component to support educators in pacing and managing lesson flow. These structural planning elements align with the TEKS to ensure each lesson supports the required content standards.

The Teacher Edition provides detailed discussion questions and formative assessment opportunities to monitor student learning throughout each lesson. For example, in chapter 7, “Promotion and Sales,” the materials include targeted questions, the TEKS correlations, and formative tasks to evaluate student understanding. These include the diagnostic case study “Got Milk?” mapped to the TEKS 10.A and the formative activity “Look for Examples” mapped to the TEKS 10.A.ii. These integrated assessments and questions support student mastery of the TEKS.

The Teacher Manual provides comprehensive, structured lesson plans for all 12 chapters, outlining the daily instructional sequence. For example, in the Teacher Edition, chapter 1, “Marketing Fundamentals,” the lesson overview includes a dedicated materials list that identifies the educator and student resources required for instruction. The guide also embeds clear time allocations for each lesson component to support educators in pacing and managing lesson flow. These structural planning elements align with the TEKS to ensure each lesson supports the required content standards. In addition, the student textbook includes a “How to Use This Book” student orientation that provides direct student-facing guidance on course organization, navigating the course, types of activities, assessment, and a self-directed progress-tracking table.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, labs, technology, supplies, safety gear), and the suggested timing for each lesson component.

The Teacher Manual includes a dedicated materials section in each lesson plan that identifies the resources required for instruction. For example, the lesson plan for chapter 5, “Price and Value,” specifies the exact printed handouts and student resources needed to complete the activities. This includes materials for the formative activity “Writing a Value Proposition,” in which students complete a value proposition canvas. This structured list provides a comprehensive overview of the materials the student and educator need to complete the lesson effectively.

The Teacher Manual includes a recommended sequencing section that outlines the suggested timing and structural flow of each lesson component. For example, the pacing outline for chapter 7, “Promotion and Sales,” recommends allocating 15 minutes for the case study and 30 minutes for the activity. This detailed breakdown provides suggested timing for each lesson component to support educators in pacing and implementing the full lesson cycle.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment, work-based learning, Career and Technical Student Organizations, professional skills practice).

The Teacher Manual includes section 6, “Extension and Career and Technical Student Organizations (CTSO) Connections,” to support learning beyond core lessons. For example, this section features event crosswalks for the Distributive Education Clubs of America (DECA) and the Future Business Leaders of America (FBLA) that align chapter content with competitive events. These alignments also outline homework and enrichment tasks for each unit. This structured mapping provides clear guidance on the effective use of lesson materials for extended practice.

The Teacher Manual includes Section 6.3, “Work-Based Learning Tie-Ins,” which connects academic concepts to real-world workplace settings. For example, this section offers chapter-specific extension opportunities, such as guest speakers, job shadowing, and field trips, aligned with entrepreneurship concepts and career exploration. The applied activities guide students to interview local business owners or research community organizations. These concrete tasks support experiential learning and provide clear, professional guidance on the effective use of lesson materials for extended practice.

Evaluation for 2.1a
Materials include a variety of instructional assessments (e.g., skills demonstrations, portfolio evaluations, certification benchmarks) at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The Teacher Edition features a chapter planning table that identifies a variety of instructional assessments, categorized by type. For example, in chapter 1, “Marketing Fundamentals,” the overview table outlines the TEKS alignments across different evaluation touchpoints. The guide provides “Apple” as an opening case study for diagnostic assessment to evaluate students’ prior knowledge before instruction. These embedded planning tools outline how educators can deploy varied assessment types to measure baseline student knowledge at the start of a unit.

The Student Edition includes multiple formative and summative assessments embedded throughout each lesson, varying in task and question types. For example, in chapter 1, students complete sorting tasks in the “Real World Marketing” activity and analyze short reports before completing the summative “Seven Ps Audit” capstone project. Additionally, in chapter 9, the “Market Analysis and SWOT” is a multi-part strengths, weaknesses, opportunities, and threats (SWOT) activity that requires students to explain marketing concepts, calculate market share, and develop business recommendations. This diverse approach provides skills-based assessments that require students to demonstrate advanced analytical and decision-making skills.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The Teacher Edition defines the diagnostic, formative, and summative assessments used throughout the course in the “Assessment Guidance” section. This section explains how educators use chapter-opening case studies to target student misconceptions before daily instruction begins. For example, the Teacher Edition outlines daily assessment parameters within the lesson plans for chapter 1, “Marketing Fundamentals.” The lesson plans feature the “Apple” case study as a diagnostic task to gauge students’ prior knowledge. These detailed resources provide explicit definitions and intended purposes for each type of instructional assessment to support educators.

The Student Edition includes multiple formative activities and summative projects that align directly with specific lesson objectives. For example, students analyze business orientations in the “Applied Business Orientations” task before auditing a real-world product in the summative “Seven Ps Audit” capstone project. These progressive lesson tasks outline a logical learning sequence that reinforces the definition and intended purpose of each instructional assessment. By previewing the final evaluation tasks in the text, the materials ensure that students understand how their daily assignments measure their mastery of the required technical skills.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The Teacher Manual provides detailed instructions for administering diagnostic, formative, and summative assessments. For example, the section “Assessment Administration Guidance” outlines procedures for facilitating case studies, monitoring classroom activities, communicating objectives, and implementing accommodations. Additional administrative tools, such as the educator gradebook template and progress trackers, ensure consistent, accurate administration of instructional assessments across classrooms.

The Teacher Manual includes lesson plans with explicit instructions for managing daily classroom evaluations. For example, the chapter 5 lesson plans include assessment notes that outline steps to facilitate the “Spotify” case study discussion and to document student performance patterns. The guide also explains how to communicate learning expectations, use scoring rubrics, and implement Individualized Education Program (IEP) or Section 504 accommodations.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The Teacher Manual maps standard alignments within chapter 7, “Promotion and Sales.” Specifically, the lesson planning tables connect diagnostic, formative, and summative tasks to the state standards. For example, the manual maps the diagnostic “Got Milk?” case study and the summative “Develop an Advertising Campaign” activity to the specific TEKS. These structured outlines ensure that diagnostic, formative, and summative assessments align with both the TEKS and the unit’s objectives.

The Student Edition features a comprehensive standards chart in the textbook’s introductory section. Specifically, this reference chart maps the key business outcomes in chapter 12, “Professional Development,” to specific state requirements. For example, the guide links activities such as the marketing plan project to the targeted TEKS. This alignment ensures that student-facing diagnostic, formative, and summative assessments are aligned with the TEKS and course objectives.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The Student Edition includes assessments that require students to engage in advanced, multi-step tasks at higher levels of cognitive demand. For example, in chapter 8, “Market Research,” the summative “Create a Market Research Plan” activity directs students to analyze a problem involving a school sports team. Students establish a clear research goal using specific, measurable, attainable, relevant, and time-bound (SMART) criteria. Rather than answering simple recall questions, students synthesize and apply data-gathering methods to write an authentic plan. This progressive, applied task ensures that instructional assessments include TEKS-aligned items at varying levels of complexity.

The Student Edition features data analysis assessments that guide students through increasingly rigorous cognitive operations. For example, in chapter 11, “Businesses and Economics,” the “Strategic Data Interpretation” activity requires students to evaluate performance metrics from three paid social media advertising campaigns. Students examine target demographics, click-through rates, and average daily spend to determine which key performance indicators (KPIs) optimize traffic. Students identify relevant variables and analyze these metrics to recommend immediate, evidence-based business changes. This structured data task uses higher-order thinking skills to ensure that instructional assessments include TEKS-aligned items at varying levels of complexity.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The Teacher Manual provides scoring information and guidance for interpreting student performance with the assessment toolkit. For example, the “Scoring Rubrics” section includes custom rubrics for research, analytical, calculation, and creative activities. These rubrics evaluate student work across four levels: Exemplary, Proficient, Developing, and Beginning. The “Interpreting Student Performance” section defines what each performance level indicates about student understanding and outlines immediate instructional next steps. Together, these tools provide educators with comprehensive scoring information and actionable guidance for interpreting student performance.

The Teacher Edition outlines educator-facing scoring support in the introductory chapter lessons. For example, in chapter 1, “Marketing Fundamentals,” the “Applied Business Orientations” activity includes a completed answer key that identifies the correct marketing classifications for six real-world company scenarios. The educator notes also explain how to evaluate student reasoning by analyzing how they connect scenario details to specific business approaches. These detailed exemplars and explanatory notes provide educators with clear scoring information and precise guidance for interpreting student performance.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The Teacher Manual provides a structured decision framework in the section “Responding to Student Performance Data.” For example, if 30 percent of students score at the Developing or Beginning levels, the framework directs educators to analyze classwide performance trends and reteach concepts using alternative approaches. For small groups of three to six students who score below Proficient, the text advises educators to implement targeted remediation during independent class time. The guide connects this framework directly to specific, chapter-aligned remedial tasks. In chapter 5, the guide directs educators to use hands-on manipulatives to demonstrate markup calculations, while chapters 8 and 11 recommend targeted data activities to respond to student performance trends on assessments.

The Teacher Edition outlines specific, classroom-ready activities to evaluate students’ survey design skills. For example, the lesson notes in chapter 2 guide educators to assign the “Designing a Customer Survey” activity to assess student understanding. To support advanced application, the guide includes an extension task that requires students to build digital surveys using free web platforms. This flexible layout gives educators a dedicated formative task and aligned extension activities to address student performance trends on assessments. By including built-in tier-one extension options alongside core assignments, the materials let educators adjust daily pacing in real time based on classroom mastery.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.

The Teacher Manual includes a dedicated “Progress Tracking Tools” section. This resource features a “Student Progress Tracker” spreadsheet to log performance across all 12 chapters. Educators use defined performance scales and documented observation sections to record strengths, growth areas, required accommodations, and family contacts. The guide also establishes a structured grading framework in the introductory assessment overview section. This framework details course weights for daily participation, regular assignments, a midterm exam, and the culminating “Marketing Plan Project” portfolio, providing robust tools for educators to track student progress and growth systematically.

The Student Edition includes self-monitoring resources that help students evaluate their own academic progress. For example, the textbook features a student-facing section titled “My Marketing Progress Tracker” that encourages personal goal setting. Students monitor their mastery of chapter objectives, record custom improvement plans, and complete end-of-course self-reflections. These reflective logs serve as valuable, personalized tools for tracking progress and growth across units. By placing these tracking charts directly in the textbook, the materials ensure that students actively participate in evaluating their mastery of technical concepts.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency in content and technical skills in the course TEKS.

The Teacher Manual includes differentiated instructional supports for students who have not yet reached proficiency. For example, the “General Differentiation Strategies” section offers basic scaffolding recommendations, such as visual word walls, picture dictionaries, graphic organizers, sentence stems, and paragraph frames. Additionally, the “Chapter-Specific Differentiation” section provides targeted tier one adaptations for students approaching proficiency. The “Pricing Strategy Analysis” activity in chapter 5 provides worked pricing examples and labeled formulas to give clear guidance for differentiated instruction, along with activities and paired lessons to support student success in the TEKS.

The Teacher Manual shows how educators apply these general scaffolding strategies in specific marketing lessons. For example, during the “Turning Features into Benefits” activity in chapter 3 of the Student Edition, the educator should use a T-chart graphic organizer and visual product development vocabulary. This hands-on practice provides clear guidance for differentiated instruction, including various activities and paired lessons for students who have not yet reached proficiency. By embedding these scaffolding directives directly in the daily teaching steps, the materials ensure that educators can seamlessly support diverse learning needs during core instruction.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).

The Teacher Manual features specialized lesson plans and differentiation tools that establish vocabulary reinforcement tasks within daily instruction. For example, in chapter 1, lesson 1, “What Is Marketing, and Why Does It Matter?”, the guide directs educators to preteach foundational terms. The marketing data lesson plan introduces complex terms such as forecasts, metrics, and quantitative models. The instructor notes direct educators to use the glossary quiz with visual aids to clarify meanings before reading. These integrated educator-facing resources provide embedded supports for unfamiliar academic, professional, and technical vocabulary.

The Student Edition includes vocabulary resources to help learners as they encounter unfamiliar discipline-specific language. For example, the back of the textbook features a comprehensive pronunciation glossary and a dual-language glossary of key marketing terms. Students refer to these definitions to understand complex terms and context clues during independent work. These student-facing tools provide embedded supports for unfamiliar academic, professional, and technical vocabulary. By placing these references directly in the textbook, the materials help students master specialized industry terminology during individual study tasks.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and technical skills in the course TEKS.

The Teacher Manual offers explicit enrichment and extension opportunities for students who have demonstrated proficiency in content and technical skills. For example, in the “Chapter-Specific Differentiation” section, the advanced column directs educators to guide proficient students through complex synthesis and real-world application tasks. The materials instruct advanced learners to compare pricing strategies across multiple markets and justify their strategic conclusions. This structured layout provides targeted guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in the TEKS.

The Teacher Manual and the Student Edition include advanced extension opportunities and creative projects to support advanced learning. For example, during the “Create a Market Research Plan” activity in chapter 8, students who demonstrate proficiency can extend their learning by evaluating multiple data sources to address a specific business need. The materials also include specialized “BusinessU Challenge” tasks. In the “Influencer for a Day” project, advanced students design comprehensive marketing campaigns, identify target audiences, and create original promotional content. This mapping provides clear guidance for educators on differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in the TEKS.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials in the Teacher Manual provide general accommodations for students receiving special education services. For example, section 4.3, “Specially Designed Instruction (SDI) Accommodations,” outlines foundational strategies such as extended time, text-to-speech tools, and adjusted rubric expectations. The guide also directs educators to collaborate with special education staff to co-plan individualized student accommodations.

Within section 4.3, “Specially Designed Instruction (SDI) Accommodations,” the materials provide explicit adaptations aligned with the course’s core features, content, and signature tasks. For example, the guide outlines tailored accommodations for the program’s vocabulary and keyword system. Section 4.3 also details instructional chunking strategies for the Business Ownership and Regulation narrative at key subheadings. Furthermore, the guide provides task-specific SDI guidance for complex analytical activities. This includes the chapter 5 “Calculating Break-Even” phone-case scenario, elasticity calculations, and the chapter 9 “Bright Bean Coffee” market analysis and SWOT task. These targeted supports align SDI guidance with the core structure of the instructional materials.

Evaluation for 3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The Teacher Manual provides explicit modeling prompts to help educators introduce and explain new concepts. For example, in chapter 3, “Products and Services,” the lesson plans direct educators to model creative product concepts. Specifically, the guide provides detailed prompts for demonstrating the SCAMPER technique (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse) by thinking aloud through each letter of the acronym using a familiar product. This instructional layout includes explicit prompts and guidance to help educators model and explain core concepts.

The Teacher Manual includes instructional scaffolding recommendations in section 5.1, “Instructional Delivery and Facilitation.” This section directs educators to introduce complex processes through visual modeling, exemplar answers, and guided discussions. For example, educators should demonstrate tasks and clearly clarify success criteria before students work independently. These professional-delivery recommendations provide structured guidance for educators on demonstrating and explaining technical course concepts before students transition to independent tasks.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The Teacher Manual outlines multiple teaching methodologies in section 5.2, “Instructional Approaches and Lesson Facilitation,” to engage students across lessons. For example, these guidelines recommend combining direct instruction, peer discussion, collaborative learning, and inquiry-based problem-solving. This methodological overview provides structured guidance and recommendations for educators to facilitate lessons using a variety of instructional approaches.

The Teacher Manual provides lesson-level delivery recommendations through integrated resources, including discussion guides, collaborative activities, and project-based assignments. For example, the guide directs educators to use multimedia lesson videos to introduce complex concepts before launching inquiry-based group research tasks. These instructional resources provide clear guidance and practical strategies for facilitating effective lessons across a variety of instructional approaches.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The Student Edition supports guided, independent, and collaborative practice through structured, hands-on activities that use multiple grouping arrangements. For example, in chapter 3’s “SCAMPER Product Idea” activity, the lesson outlines a clear progression of practice, with students beginning with an educator-led whole-group introduction, transitioning to small-group brainstorming, and finishing with independent product refinement. Furthermore, the textbook incorporates multiple structures to support different instructional groupings in chapter 7, “Promotion and Sales.” Students complete individual analytical tasks, partner-based promotional campaigns, and collaborative group research to ensure they consistently engage in multiple types of practice.

The Teacher Manual provides explicit recommendations for managing different classroom groupings in the section on practice and application structures. For example, this resource outlines instructional notes for coordinating whole-group discussions, partner collaborations, and independent reflections. These guidelines help educators select and implement the most appropriate learning structure for each daily lesson. By providing detailed parameters for student movement and peer accountability, the material equips educators with the recommended structures needed to support effective implementation.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic, professional, and technical language.

The Teacher Manual outlines clear language supports for emergent bilingual (EB) students and aligns weekly lessons with the ELPS. For example, the section “Linguistic Accommodations by Proficiency Level” presents a detailed matrix of instructional accommodations across the listening, speaking, reading, and writing domains, mapped to various Proficiency Level Descriptors (PLDs). The section “Per-Chapter Language Objectives” outlines academic targets to help students master technical marketing concepts. This structure ensures that the lesson materials guide students toward increasingly academic language as defined by the state language proficiency framework.

The Student Edition incorporates these targeted linguistic accommodations directly into daily marketing assignments to help students develop specialized communication skills. For example, the “Designing a Customer Survey” activity in chapter 2 provides customized supports for each language proficiency level, directing beginning EB learners to use structured sentence frames while intermediate students engage in paired peer discussions. Additionally, during the chapter 9 market analysis activity, these language tiers support students as they apply advanced SWOT terminology. By embedding these specific matrices into the core practice tasks, the materials enable all students to interact meaningfully with the industry-specific text.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The Teacher Manual provides explicit educator guidance for implementing the course materials across multiple state-approved EB and English as a Second Language (ESL) program models. For example, the section titled “Bilingual/ESL Program Implementation” includes separate, detailed recommendations for sheltered instruction, ESL pull-out, push-in, and dual-language settings. The sheltered instruction guidelines recommend visual supports and shared reading, while the pull-out and push-in guidance identifies chapter-specific activities and real-time language support. This structured mapping provides explicit implementation guidance to support educators in state-approved bilingual and ESL programs.

The Teacher Manual includes cross-linguistic transfer tools to support language acquisition across diverse classroom settings. For example, a Cognate Chart provides a detailed English–Spanish reference table for technical marketing vocabulary. During the “Develop an Advertising Campaign” activity, educators use this table to connect Spanish cognates to English marketing terms. This cross-linguistic tool provides practical implementation guidance to support educators in state-approved bilingual and ESL programs.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic, professional, and technical vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The Teacher Manual outlines explicit vocabulary scaffolding recommendations for complex chapter activities to support classroom discussions. For example, in the section titled “Linguistic Accommodations by Proficiency Level,” the ELPS matrix directs educators to use sentence frames, bilingual drafting techniques, and academic word walls. In chapter 3, the instructor notes guide educators to introduce key terminology before students apply the SCAMPER framework to creative product design tasks. Students then use this technical vocabulary during structured peer activities to explain how product modifications meet target customer needs, with embedded guidance that helps them develop academic, professional, and technical vocabulary through oral and written discourse.

The Student Edition incorporates structured vocabulary tasks into daily business lessons to help EB students build background knowledge. For example, in chapter 1, lesson 1, “What Is Marketing, and Why Does It Matter?”, students complete matching activities and glossary quizzes to reinforce key terms. Additionally, multimedia lesson videos include Spanish closed-captioning options to support diverse language acquisition profiles. These integrated student-facing features guide students in developing technical vocabulary, improving comprehension, and making cross-linguistic connections through oral and written discourse.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance does not apply because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.

The Student Edition provides a structured framework that guides educators through foundational concepts aligned with the TEKS. For example, in chapter 1, “Marketing Fundamentals,” the text includes dedicated informational blocks covering the core functions of marketing, the elements of the marketing mix, and ethical decision-making. Educators use these core sections to establish an informational baseline before transitioning students to applied tasks. These comprehensive reading passages provide the foundational text needed to support explicit instruction in industry-specific knowledge and skills.

The Teacher Manual provides lesson plans and exemplar dialogues that offer explicit guidance for presenting technical marketing skills. For example, the chapter 5 lesson plans include detailed modeling prompts that direct educators to demonstrate a break-even calculation step by step on the board. In the “Pricing Strategy Analysis” activity, the guide prompts the educator to explain each variable during the demonstration before students transition to independent calculation tasks. This structured lesson-level support provides clear guidance for delivering explicit, direct instruction on industry-specific knowledge and skills in alignment with the course TEKS.

Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

The materials consistently provide opportunities for students to develop and use technical terminology aligned with the TEKS. For example, in the chapter 2 activity titled “Media Market Segmentation,” the Teacher Manual prompts students to apply newly learned terms such as customer journey, demographics, psychographics, and behavioral segmentation to analyze real media audiences. Students use this professional vocabulary in structured peer discussions to classify target consumers and justify their promotional decisions. Additionally, the Family Connection Guide features chapter summaries that prompt students to explain these segment behaviors to family members, ensuring regular oral and written use of the vocabulary.

The materials feature repeated applied tasks that require students to communicate using the authentic language of industry professionals across advanced units. For example, in chapter 8, “Market Research,” the summative “Create a Market Research Plan” activity directs students to design an original data collection strategy using terms such as qualitative research, focus groups, primary data, and sampling methods. Rather than completing simple vocabulary matching tasks or memorizing definitions in isolation, students use the technical language to compose a professional business report. This structure provides consistent, lesson-level opportunities for students to apply industry-specific academic, professional, and technical vocabulary in practical contexts.

Evaluation for 4.1c
Materials provide opportunities for students to develop and refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course.

The materials provide clear opportunities for students to develop and refine technical skills through tasks that progressively increase in complexity. For example, in the chapter 5 lesson sequence, students move from identifying pricing methods to performing complex marketing math calculations. Students first analyze foundational target markets in the “Pricing Strategy Analysis” activity, then apply mathematical formulas to find financial thresholds in the “Calculating Break-Even” task. The cognitive demand increases further as students calculate markup and margin relationships and interpret data variables in the culminating “Calculating Demand Elasticity” project. This intentional structure ensures that lesson tasks build on previously learned content to deepen students’ technical skills aligned with the TEKS.

The Student Edition coordinates a scaffolded learning progression across advanced marketing units to help students build professional communication skills. For example, the lesson activities in chapter 7 move students systematically from evaluating existing advertising campaigns to designing original marketing materials. Students begin by analyzing an active media campaign in the “Effective Advertising Campaigns” activity to identify target audiences and delivery channels. Next, in the “Develop an Advertising Campaign” project, students apply their findings to select an original product, define a marketing purpose, and build out campaign metrics. Finally, in the “Design Advertisement Content” task, students synthesize these planning elements to create an original advertisement, demonstrating increased rigor.

Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.

In the chapter 5 activity “Writing a Value Proposition,” students connect prior knowledge of buyer behavior with new positioning strategies to draft an original business statement. Additionally, the chapter 9 activity “Marketing Plan Components” requires students to integrate content from across the course to develop a comprehensive professional framework. This task challenges students to synthesize data on market segmentation, product strategy, pricing, distribution, promotion, and market research to build functional sections of a corporate marketing plan.

Students demonstrate mastery of core industry skills by building authentic professional portfolios that mirror real-world business operations. For example, the culminating activity, “Develop an Advertising Campaign,” requires students to apply course principles to build and launch an original media project. Students must analyze target audiences, craft promotional messages, select advertising strategies, and communicate brand value to consumers using appropriate industry terminology. Students have to apply strategic planning and creative problem-solving while producing an artifact that reflects real-world marketing practices. This hands-on project ensures that students apply technical knowledge and skills in an authentic marketing context.

Evaluation for 4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.

The Teacher Manual provides explicit sequencing frameworks that connect new knowledge to prior learning across units. For example, the introductory section of chapter 9, titled “Strategies and Planning,” requires students to activate prior lessons on market analysis and competitive positioning to build a corporate strategy. Before new instruction begins, the educator facilitates the “Amazon Strategy” diagnostic case study to prompt whole-group discussions on data-driven planning. The unit then builds directly on earlier lessons, guiding students through a SWOT analysis and SMART goal setting. This structure ensures that students continuously connect, apply, and extend prior learning in complex contexts.

The appendix in the Student Edition includes a final project and additional career exploration activities that connect learning across the entire course to applied marketing decisions. For example, the appendix directs students to select a realistic business scenario, such as “Baby Denim” or “Burger Mode,” as the basis for a culminating business portfolio. This capstone task requires students to apply foundational course concepts in pricing, promotion, distribution, and market strategy to a real-world enterprise. Additionally, the section “Searching for Career Opportunities” connects course modules to professional roles such as digital marketing managers and brand managers. Students select three pathways to research, allowing them to link their academic skills directly to future career fields.

Evaluation for 4.2b
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.

The materials integrate interdisciplinary tasks that support transferable academic knowledge across core subject areas. For example, in the chapter 5 activity “Explore Secondary Data Sources,” students locate and analyze consumer market information to interpret numerical data and economic trends. This task integrates literacy skills through reading comprehension, mathematics through quantitative trend interpretation, and social studies through the evaluation of cultural consumer behaviors. Furthermore, the activity “The Market Research Experts” requires students to compare data collection methods and write evidence-based recommendations. These activities provide meaningful opportunities to transfer multiple academic skills to tasks aligned with the TEKS.

The student textbook includes dedicated academic sections that connect technical marketing practices directly to economics, mathematics, and social studies. For example, in the “Business Analytics” section of chapter 11, students use predictive analytics to forecast future campaign performance, applying advanced algebraic and statistical models to business data. Additionally, the “Key Economic Concepts” section integrates social studies topics by exploring metrics such as gross domestic product (GDP), the consumer price index (CPI), and inflation. Students apply this knowledge during the “Conducting a PEST Analysis Activity” to examine political, economic, social, and technological factors that influence international trade, ensuring that cross-curricular concepts are relevant and purposeful.

Evaluation for 4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.

The materials integrate academic, technical, and employability skills within career-focused experiences aligned with the TEKS. For example, in the chapter 12 activity titled “Marketing Resume Development,” students apply academic writing skills to create a professional resume that highlights technical marketing competencies and demonstrates career readiness. Furthermore, the activity titled “Mock Marketing Interview” requires students to respond to real-world corporate interview questions about marketing paths. Students apply industry knowledge while practicing employability skills such as professional verbal communication, active listening, teamwork, and critical problem-solving, preparing them to transition into the workforce.

The Student Edition coordinates authentic, performance-based assignments to merge technical business concepts with professional communication expectations. For example, the chapter 7 activity “Creating a Sales Presentation” places students in the role of a sales representative pitching custom merchandise to a school. Students design a three-slide presentation that outlines pricing variables, addresses customer concerns, and ends with a persuasive call to action. This task combines technical product positioning with academic writing and presentation organization. The assignment ensures that students practice customer-focused thinking and professional oral discourse, reflecting the integrated nature of workplace performance in alignment with the course TEKS.

Evaluation for 5.1a
Materials provide opportunities for students to investigate career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to investigate career clusters and programs of study aligned with the TEKS. For example, in chapter 2, students complete the “Company Market Segmentation” activity by researching multiple companies, identifying target markets, and analyzing segmentation strategies. Through this investigation, students examine how marketing professionals use customer data to inform business decisions and gain insight into careers such as market research analysts and brand strategists. The Teacher Manual recommends work-based learning experiences that connect classroom instruction to career exploration. These opportunities include informational interviews with market researchers, job shadowing, Small Business Development Center (SBDC) advisor classroom visits, guest speakers, entrepreneur panel discussions, and virtual career exploration of artificial intelligence roles.

The materials provide additional opportunities for students to investigate career clusters and programs of study aligned with the TEKS. For example, in chapter 5, students receive direct instruction in pricing fundamentals and complete the formative activity “Pricing Goals in Action.” Students analyze real-world business pricing decisions and explain how organizations balance profit, market share, and competitive positioning. This investigation mirrors the work of pricing analysts, product managers, marketing managers, and revenue strategists. The learning sequence continues with connected activities, including analyzing the factors that affect price, calculating the break-even point, and identifying pricing strategies. The Teacher Manual reinforces these connected lessons by providing instructional guidance for each activity, helping students explore programs of study within the marketing career cluster.

Evaluation for 5.1b
Materials provide opportunities for students to analyze relevant regional or statewide Labor Market Information (LMI) or emerging market workforce data to support data-driven investigations of careers.

The instructional materials provide students with opportunities to analyze emerging workforce data to support data-driven investigations of marketing careers aligned with the TEKS. For example, in chapter 12, “Professional Development,” the activity “Searching for Career Opportunities” requires students to research up to three marketing careers. Students search current job listings in their area on LinkedIn, Glassdoor, or Indeed to evaluate local employment demand. Students identify the skills and qualifications most frequently requested by employers. Students then complete a self-assessment comparing their skills to current workforce expectations. By evaluating authentic regional job postings and employer requirements, students use emerging workforce data to investigate career opportunities and make informed decisions about future career preparation.

The materials provide additional opportunities for students to analyze labor market information related to marketing careers aligned with the TEKS. For example, in the appendix activity “Data-Driven Career Research,” the materials explain how labor market information (LMI) helps students understand employment trends, wages, job growth, and regional opportunities. Students use Texas Career Check, a Texas Workforce Commission resource, to research marketing-related occupations using Texas labor market data. Students select two marketing occupations and compare data for each career, analyzing typical annual wages, training requirements, employment outlooks, and required skills for roles such as marketing managers or market research analysts. Students use this labor market information to determine which role fits their personal goals and then explain their reasoning.

Evaluation for 5.1c
Materials include career investigation activities and tasks designed to support development of individual career goals (e.g., career interest inventories, career goals, post-secondary education requirements, post-secondary career plans).

The materials include career investigation activities and tasks designed to support the development of individual career goals aligned with the TEKS. For example, in chapter 5, the lessons “Calculating Break-Even,” “Making Sales Calculations,” and “Calculating Demand Elasticity” require students to apply analytical concepts used in business decision-making. The Teacher Manual extends this learning through the connected lesson “Pricing Goals in Action,” in which students analyze authentic pricing scenarios to explore careers such as pricing analysts, marketing managers, sales managers, and business analysts. Work-based learning recommendations in the Teacher Manual encourage guest speakers, industry partnerships, and other career exploration experiences to help students connect classroom learning to postsecondary pathways and career options.

The materials provide students with opportunities to develop goal-setting skills that support individual career planning aligned with the TEKS. For example, in chapter 9, “Strategies and Planning,” the section “Goal-Oriented Strategies” teaches students to use the SMART framework to set career-oriented goals. The activity “Improving Goals” asks students to revise general goals into stronger SMART goals by clarifying outcomes, identifying evidence of progress, and setting timelines. Students apply this framework by turning broad statements into goals with measurable targets, defined steps, and deadlines. The Teacher Manual extends this work by prompting students to create a SMART goal for a local business and develop actionable plans that transfer to career and professional development.

Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction on professional standards and employability skills relevant to career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The materials introduce professional standards as essential workplace expectations, aligned with the TEKS and the Texas CTE Employability Skills Standards, rather than as supplemental skills. For example, in chapter 12’s lesson “Professional Conduct,” students receive explicit instruction on workplace communication, professional appearance, teamwork, work ethic, respect for diversity, safety, and ethical behavior. Students reinforce these expectations through the connected activity “Professional Communication in the Workplace,” where they analyze workplace situations and determine appropriate professional responses. Students also practice communicating with coworkers and supervisors. The Teacher Manual provides instructional guidance for facilitating discussions, modeling behaviors, and giving feedback as students develop readiness skills. The Family Guide extends this learning by encouraging families to discuss workplace expectations, professionalism, responsibility, communication, and collaboration beyond the classroom.

The materials provide explicit guidance for educators on teaching professional standards and employability skills aligned with the TEKS and the Texas CTE Employability Skills Standards. For example, in the Teacher Manual, section 2, chapter 12, “Professional Development,” the materials guide educators to provide direct instruction by modeling professional conduct. Additionally, students engage in career exploration stations, resume development, and mock interviews. In the resume section of the Teacher Manual, the materials instruct educators to emphasize truthful representation of skills, encourage students to identify transferable experiences, and facilitate small-group discussions. Under the “Teamwork and Group Dynamics” section of the Teacher Manual, educators receive explicit guidance on teaching collaboration, conflict resolution, respect for differences, workplace professionalism, and team interactions through marketing scenarios.

Evaluation for 5.2b
Materials provide opportunities for students to engage in career development activities and tasks (e.g., mock interviews, resume writing, portfolio development) as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The materials provide students with a career development activity that builds professional presentation, sales communication, and audience awareness skills aligned with the TEKS. For example, in chapter 7, “Promotion and Sales,” the activity “Creating a Sales Presentation” asks students to act as a sales team for a custom merchandise company. Students create a presentation that includes a product overview, a response to a potential customer concern, and a closing call to action. Students apply sales and presentation skills by using the provided product and pricing information to craft a persuasive message. Students present items such as custom water bottles, hoodies, notebooks, or phone cases, explaining product value and addressing objections. This career development task reflects workplace sales practices, strengthens professional communication, and provides practice in delivering a structured business presentation.

The materials provide additional opportunities for students to engage in career development activities aligned with the TEKS and the Texas CTE Employability Skills Standards. For example, in chapter 12, the “Job Interview Roleplay” activity helps students prepare for and participate in a simulated job interview. Students respond to common interview questions and demonstrate professional communication and workplace etiquette. This task allows students to practice presenting themselves professionally while applying interview skills expected during the hiring process. The Teacher Manual extends this learning by embedding the activity in the lesson plan and providing the educator with facilitation notes and formative assessment guidance to support observation, coaching, and feedback.

Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.

In chapter 10, “International Marketing,” the materials emphasize professional and technical vocabulary through an applied advertising activity aligned with the TEKS. For example, in the section “Advertising for a Global Market,” students learn marketing terms related to global advertising, including target audience, unique selling proposition, and localization. They also research cultural references, consumer protection laws, privacy regulations, search engine optimization, and search engine results pages. The materials place this vocabulary in an international marketing context by explaining how businesses adapt advertising messages for different audiences, languages, cultures, and legal environments. In the “Create Ads” activity, students apply this vocabulary by evaluating how an advertisement should communicate product value, connect with the intended audience, and account for cultural expectations. Through this task, students use professional and technical marketing vocabulary while developing advertising communications for global audiences.

The materials emphasize the academic, professional, and technical language expected in the marketing industry, with career development activities embedded throughout chapter 12 and aligned with the TEKS. For example, in the activity “Developing and Presenting Technical Communication,” students assume the role of a marketing consultant by researching a social media trend, preparing a presentation, and using industry terminology to explain strategies. In the activity “Job Interview Roleplay” in the Teacher Manual, students respond to interview questions using professional terminology related to career pathways, communication, and marketing responsibilities. The Teacher Manual reinforces this emphasis by identifying key vocabulary such as resume, cover letter, and communication etiquette, and by recommending direct vocabulary instruction, visual supports, and discussion prompts throughout the lesson sequence.

Evaluation for 6.1a
Materials include experiential learning through classroom experiences (e.g., labs, workplace simulations, project-based learning) and/or work-based learning (e.g., job shadowing, internships, practicums) to develop or reinforce the real-world application of technical and employability skills in the context of the course and aligned to the appropriate level on the work-based learning continuum.

In chapter 6, lesson 3, the “Work-Based Learning Tie-Ins” section includes work-based learning opportunities that reinforce technical and employability skills. For example, the materials recommend partnering with the school communications department to design promotional materials for a school event. Students collaborate with an authentic client and receive feedback from staff in a workplace simulation. In the connected “Integrated Marketing Campaign Presentation” activity, student teams develop and deliver a promotional campaign for a business scenario. This project-based learning experience requires students to assume professional marketing roles and practice professional communication aligned with course expectations.

In chapter 9, the materials provide experiential learning through a classroom case study and a strategic simulation. In the market analysis and SWOT activity, students evaluate Bright Bean Coffee’s competitive position by calculating market share, assessing market position, and completing a SWOT analysis. Students then apply these metrics in the “Developing a Marketing Plan” activity to set project goals, allocate budgets, and coordinate tactics. Guidance in the Teacher Manual helps educators facilitate this analytical work to develop real-world employability competencies.

Evaluation for 6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.

In chapter 7, the materials provide opportunities for students to use industry-specific technology during experiential learning. For example, in the “Ads on Your Technology” activity, students capture and evaluate digital advertising formats, including sponsored social media content, video platforms, and mobile applications. Students engage with the same digital channels and promotional formats that marketing professionals use to reach target consumers. In the connected “Create Advertising for Different Social Media Channels” activity, students use digital tools to design platform-specific advertisements tailored to audience demographics. This workplace simulation requires students to apply professional design guidelines and technical marketing skills.

In chapter 8, students use relevant research materials and analytical tools for industry-specific market investigations. For example, in the “Purpose of Market Research” and “Qualitative and Quantitative Market Research” sequences, students analyze primary and secondary data to inform business recommendations. In the connected chapter 9 lessons, students evaluate customer data points and organize research findings to build a comprehensive marketing campaign. In the chapter 11 sequence, students use business analytics and economic performance metrics to interpret marketing information. These experiential activities require students to use authentic industry data streams to justify strategic business decisions.

Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.

The materials provide students with opportunities to apply professional marketing vocabulary in structured experiential learning tasks. For example, in chapter 7, “Promotion and Sales,” the activity “Creating a Promotional Plan” prompts students to design a comprehensive campaign that includes a defined target market, a promotional objective, media selection, and a budget allocation. Students justify how funds are allocated across media placement, creative production, technology tools, and promotional discounts. These tasks require students to use technical marketing terminology in an experiential context. The materials guide students in connecting academic and technical language to practical campaign decisions.

During the “Creating a Planogram” activity in chapter 7, “Promotion and Sales,” students engage with additional professional vocabulary. For example, the materials introduce essential retail and merchandising terms such as planogram, display type, cross sales, and inventory management. Students apply these precise industry terms as they select display configurations, evaluate visual layouts, and draft a merchandise plan for a retail fashion product. This process requires students to integrate visual instructions and measurements into a complete operational display. The structured workflow ensures that technical terminology guides the creation of the final marketing product.

Evaluation for 6.2a
Materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions as applicable to the level of the course and in alignment with the course TEKS.

The materials provide students with opportunities to apply technical marketing knowledge to authentic, real-world business challenges through structured case studies. For example, in chapter 1, the “Apple” case study prompts students to analyze how the organization builds brand awareness by emphasizing customer experiences over technical specifications. Students evaluate the effectiveness of the marketing strategy and consider how branding influences consumer perceptions through targeted discussion prompts. These tasks require students to connect core marketing concepts to real business decisions and contemporary industry practices.

During the activity “Which Distribution Channel Is Best?” in the distribution unit, students engage in additional realistic business problem-solving. The materials prompt students to evaluate eight authentic scenarios, such as a specialty leather-goods business that manufactures belts, wallets, and bags for direct-to-consumer e-commerce sales. For example, students determine the most appropriate channel structure for each business by selecting from alternatives, including multi-tier channel combinations. Students explain and defend their strategic decisions, applying technical supply chain concepts to evaluate channel effectiveness based on organizational and customer characteristics.

Evaluation for 6.2b
Materials include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning as applicable to the level of the course and in alignment with the course TEKS.

In chapter 5, “Price and Value,” the instructional materials offer students opportunities to conduct quantitative business analyses that mirror professional marketing practices. Activities such as “Calculating Break-Even,” “Making Sales Calculations,” and “Calculating Demand Elasticity” prompt students to work with business data related to fixed and variable costs, price, markups, margins, and changes in price and demand. For example, students calculate how many units a business must sell to break even, determine retail pricing outcomes, and analyze whether demand is elastic or inelastic based on quantity changes. These tasks require students to interpret numerical data and apply quantitative reasoning to pricing-related business decisions.

In the activity “Analyzing Survey Results,” students extend these analytical skills by organizing customer feedback data to identify trends in consumer preferences. The materials prompt students to compare findings across groups and to use both quantitative results and qualitative responses to develop marketing recommendations. For example, students combine numerical evidence with customer insights to support strategic findings.

Evaluation for 6.2c
Materials include opportunities for students to engage in inquiry-based learning (e.g., formulating industry-specific questions, conducting research using industry-specific sources) as applicable to the level of the course and in alignment with the course TEKS.

The materials in chapter 8, “Market Research,” provide opportunities for students to investigate authentic marketing problems through systematic research. For example, in the activity “Create a Market Research Plan,” students identify an issue affecting their school, sports team, or club and develop a market research goal to guide their investigation. Students design a comprehensive research plan that details data collection, research methods, and how findings will support recommendations for improvement. These tasks require students to formulate research questions, select appropriate data sources, and document a research methodology aligned with the TEKS.

In the activity “Explore Secondary Data Sources,” students engage in additional inquiry-based learning by investigating an industry of their choice using authentic market research resources. For example, students select an industry or market to investigate and search for secondary market research reports using professional resources such as Statista and other online databases. Students examine the types of information contained in these reports and evaluate how the findings guide business decisions. This process requires students to analyze information from authentic sources and synthesize findings to explain the practical value of data rather than summarize reports.