TX Principles of Marketing

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

In topic 1, “Marketing,” the “Scope and Sequence” section outlines essential concepts and technical skills, including market analysis, promotional strategies, and market segmentation. For example, in lesson 1-1, the curriculum framework outlines core objectives requiring students to define marketing, explain the marketing concept, classify goods and services, and describe the role of marketing in business and society. The materials arrange these technical marketing skills chronologically to build operational proficiency systematically across progressive lesson objectives. This structured layout ensures that each lesson-level progression aligns with the specific Texas Essential Knowledge and Skills (TEKS) designated for the course through a companion TEKS Scope and Sequence document that explicitly maps learning objectives and vocabulary to the standards.

The materials provide a comprehensive TEKS Crosswalk document to map each of the TEKS to lesson names and codes. For example, this crosswalk explicitly connects course standards to corresponding glossary terms and student learning objectives to assist educators in tracking required curriculum coverage. By using this reference document, educators can quickly locate where the TEKS are addressed across the different units of the course. The clear mapping structure supports educators in planning daily instruction while maintaining strict compliance with state educational standards.

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).

In the Teacher Implementation Guide, the materials provide standard pacing guidance in appendix A, “Pacing Guides for Alternative School Models,” to support course implementation. This document outlines instructional day allocations for standard 45-minute class periods and traditional block schedules. For example, the guide allocates 16 days for topic 1, “Marketing,” and 11 days for topic 3, “Marketing Information and Research.” The guide also designates 18 days for topic 10, “Venture Planning,” establishing a baseline timeline for primary course concepts.

In the “Educator Resources” section, the materials provide four additional pacing examples to support diverse school structures and varying instructional calendars. For example, the resource includes tailored pacing guidance for alternative school models, including Early College High School (ECHS) and Pathways in Technology Early College High School (P-TECH) programs. Furthermore, the materials provide explicit pacing recommendations for Modified Block and Alternating Block schedules alongside options for varying numbers of instructional days. These additional examples allow educators to align course implementation directly with their specific school calendar.

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 materials include a Unit Order Rationale document within the introductory resources that provides a cohesive narrative explaining the progression of topics. For example, in the Unit Order Rationale resource document for topic 1, “Marketing,” a “Connection Forward” section explains how the foundational knowledge and skills from this topic prepare students for subsequent learning. This guide clarifies why specific concepts and technical skills are sequenced in an established order to support progressive learning. These resources ensure that educators understand the developmental flow, the rationale for the sequence of units, and the overall instructional progression of the curriculum.

The materials provide a “Rationale & Course Connections” section in the first lesson plan of each topic to demonstrate conceptual growth across the curriculum framework. For example, in lesson 1-1, the introductory narrative details core objectives and key vocabulary to outline how individual lessons align with the TEKS to build understanding over time. This guidance establishes a framework for how foundational definitions prepare students for upcoming concepts and skills in future topics. The inclusion of these explicit connection summaries supports educators in guiding students through the sequential development of required technical skills.

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

In the Teacher Implementation Guide, the materials provide educators with explicit guidance and tools to support both unit and lesson internalization. The “Unit & Lesson Internalization Protocol” outlines a structured process educators complete before beginning a unit, including reviewing the unit’s “Rationale & Course Connections,” previewing lesson texts, selecting an appropriate pacing option, and reviewing differentiation and English Language Proficiency Standards (ELPS) supports. The accompanying “Unit Internalization Checklist” provides a practical tool for confirming completion of each step. Furthermore, the “Lesson Internalization Protocol” guides educators through individual lesson preparation, directing them to review objectives, plan checks for understanding, and identify accommodation supports alongside a corresponding “Lesson Internalization Checklist.”

In the topic-level lesson plans, the materials embed internalization supports directly into the instructional sequence. For example, the first lesson plan within each topic features a dedicated “Before You Teach This Topic” section that guides educators through unit progression, text previewing, pacing selection, and ELPS accommodations before instruction begins. In topic 10, the lesson plan opens with a “Rationale & Course Connections” section that details how the unit connects prior learning in pricing and research to financial forecasting and venture feasibility. The “Before You Teach This Topic” guidance outlines how lessons move from venture planning through Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis and financial management. Together, the protocols, checklists, and embedded topic-level guidance provide a consistent process for internalizing unit and lesson content prior to teaching.

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

In the Teacher Implementation Guide, the “Quick Start Guide” provides foundational administrative guidance to assist school leaders. This document outlines general course layouts, lesson component designs, and standard platform grading settings. For example, the guide details how administrators navigate the educator-only dashboard, view system analytics, and verify course configuration settings to ensure proper system access.

In the “Educator Resources,” the “Instructional Leader Implementation & Observation Guide” section supplies principals, instructional coaches, and Career and Technical Education (CTE) leaders with structured tools to monitor and evaluate course implementation with fidelity. The guide details explicit preparation steps, classroom look-fors, and post-observation routines. For example, prior to a classroom walkthrough, leaders review course pacing, unit rationales, enabled lesson elements, and differentiation plans to understand the intended instructional context. During observations, leaders evaluate content delivery, active student engagement, vocabulary pre-teaching, and language supports. Furthermore, the accompanying Coaching Conversation Guide provides targeted reflection prompts, while the “Implementation Rollout Checklist” guides administrator support through the first two weeks of instruction. Together, these resources equip instructional leaders with a consistent process to monitor instruction, evaluate lesson delivery, maintain course fidelity, and deliver actionable coaching to educators.

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 materials provide comprehensive unit overviews in the form of chapter lesson plans that supply educators with background content knowledge. For example, in lesson 1-1, “What Is Marketing, and Why Does It Matter?,” the unit resources outline the instructional topic, estimated pacing, and key concepts. The lesson objectives guide students to define marketing, explain the marketing concept, and describe the role of business in society. The educator materials also encourage educators to enable the glossary alongside slides to support daily concept development and vocabulary acquisition. This comprehensive content background ensures that educators understand how individual lesson topics build student proficiency in core unit concepts and technical skills.

The unit materials systematically integrate academic, professional, and technical vocabulary to reinforce critical business planning concepts. For example, the glossary for lesson 1-1 introduces essential terms, such as durable goods, non-durable goods, promotion, and private enterprise system. In lesson 2-1, “Markets, Target Markets, and Market Segmentation,” the vocabulary includes demographic segmentation, psychographic segmentation, and search engine optimization. These aligned terminology resources support educators in introducing and reinforcing the professional vocabulary needed to teach key course concepts and technical skills.

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 online platform provides an embedded “Reading Assist” translation feature alongside Spanish closed-captioning within the student lesson videos. For example, students can select the book icon in the top-right corner to translate and read digital lesson text aloud in multiple languages. In addition, the digital gradebook allows families to monitor academic performance by tracking scores and identifying missing assignments. These general accessibility tools and grade-tracking resources allow families to view the course content in English and Spanish.

In the “Educator Resources” section, the materials include two specialized take-home resources available in English and Spanish: the “Family Engagement Guide: Getting Started” and the “Family Topic Check In.” For example, the “Family Engagement Guide: Getting Started” provides families with specific strategies for monitoring grades, contacting the educator, and accessing video captions. Complementing this guide, the “Family Topic Check In” supplies family-facing support across all 16 units of the course. For each unit, the guide provides a plain-language summary of student learning, two targeted conversation prompts, and space to track current grades and missing work. Designed as flexible take-home tools for guardians, these resources provide families with accessible, course-specific support to actively monitor and reinforce student learning at home.

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 materials provide detailed lesson plans that organize instruction around an engage, explore, elaborate, and evaluate sequence. For example, in topic 1, lesson 1-1, the “Teacher Only Lesson Plan” outlines clear student objectives, activities, alignment to the TEKS, and required materials. Educators receive specific setup guidance for facilitating class discussions, grouping students, and managing platform activities. Students participate in diverse learning tasks, including watching lesson videos, reading text, and completing a product creation activity.

In topic 2, lesson 2-1, the materials provide structured student tasks, such as product and media market segmentation activities. For example, the lesson plan concludes with a “Glossary Quiz” and a “Lesson Quiz” to assess student comprehension. Furthermore, every topic’s lesson plan follows a consistent design containing standards alignment, key vocabulary, Bell Ringers, discussion prompts, Think-Pair-Share tasks, exit tickets, and standard-aligned assessments. These comprehensive components support the full implementation of the TEKS and the ELPS across all course lessons.

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 materials provide lesson overviews that list student and educator materials needed to deliver lesson activities. For example, in topic 6, lesson 6-1, the lesson overview contains a “Materials Needed” section. This section outlines required supplies, such as markers, pipe cleaners, popsicle sticks, paper cups, string, construction paper, and tape. Similarly, in topic 8, lesson 8-1, the lesson overview identifies student-facing resources, such as play money and selected products.

The materials outline recommended instructional time frames and pacing estimates for each lesson component to support classroom management. For example, in topic 6, lesson 6-1, the lesson overview displays a suggested instructional time of 60 minutes. The instructional breakdown allocates 10 minutes for student groups to brainstorm, build a prototype, and name an invention. Additionally, in topic 8, lesson 8-1, the pacing guide directs educators to allow students 10 minutes to research sales pitches.

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 materials feature an online simulation to provide students with realistic, work-based learning and professional skills practice. For example, in this simulation, students assume the role of a social media specialist for a mock company to complete real-world marketing tasks. The accompanying Instructor Guide provides resources to help students analyze performance data, manage advertising budgets, and make complex marketing decisions. These interactive experiences extend classroom learning into applied projects that support students preparing for Distributive Education Clubs of America (DECA) competitive events.

The materials provide educator guidance for extended student practice through recurring “BusinessU Challenge” sections within the lesson plans. For example, in topic 2, lesson 2-1, students complete a market segmentation activity. The companion challenge then extends this instruction by directing students to design a marketing strategy for an opposite consumer segment. This structured task guides students to apply core marketing concepts to new contexts while strengthening their analytical skills.

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 program incorporates a variety of diagnostic, formative, and summative assessment options at both the lesson and unit levels, ranging from selected-response quizzes to cumulative examinations. For example, in topic 1, lesson 1-1, students complete a selected-response quiz to measure immediate learning after interacting with daily formative check-ins, such as class discussions and vocabulary matching tasks. Additionally, in topic 9, lesson 9-1, students complete an entry-level ticket before beginning core instruction to assess initial readiness, while at the course level, a comprehensive “Semester 1 Exam” compiles standards-aligned questions to verify long-term retention of core objectives.

The materials provide skills demonstrations and project-based tasks that support student portfolio evaluations. For example, in the semester 1 project, “Influencer for a Day,” students demonstrate professional skills by designing a social media campaign. Students select a product, analyze target groups, plan promotional content, and evaluate overall campaign performance. These multistep projects require students to apply critical thinking to real-world marketing challenges by synthesizing their conceptual knowledge into professional deliverables.

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

The materials include a Quick Start Guide - Stukent Career and Technical Education (CTE) Lesson Planning document to clarify intended assessment purposes. For example, this planning document divides assessments into recall questions, glossary matching activities, and multiple-choice “Lesson Quizzes.” The resource guides educators on how to customize platform settings and toggle assessments to match classroom needs. This framework outlines specific pacing models to help educators integrate formative tasks and summative assessments across multiday lessons.

The materials provide an “Instructional Assessment Types Teacher Help Guide” in the “Educator Resources” section to define each assessment option. For example, this guide explains that the glossary tool serves as a matching assessment to verify student understanding of essential unit vocabulary. The educator-facing guidance outlines options to deploy the glossary as an initial pretest, an ongoing formative check, or a final summative evaluation. Additionally, the guide describes how “Lesson Quizzes” and cumulative semester exams measure student comprehension of major marketing concepts.

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

The online platform provides educator guidance within the lesson-level sequence to support consistent assessment administration. For example, in topic 9, lesson 9-1, the educator interface displays available student assessments, including an entrance ticket, a “Glossary Quiz,” and a “Lesson Quiz,” in a single location. The platform features control toggles to enable or disable these assessments, allowing for centralized management of which tasks students complete during instruction.

The Quick Start Guide - Stukent CTE Lesson Planning document provides administrative instructions for executing classroom assessments. For example, this guide distinguishes between open-ended recall tasks requiring educator grading and auto-graded multiple-choice quizzes. The documentation also outlines pacing structures that demonstrate exactly when to enable and launch each assessment. These detailed setup resources support educators in administering both formative and summative tasks consistently across different classes.

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

The online platform aligns cumulative summative assessments with the TEKS taught across each lesson. For example, the “Semester 1 Exam” features questions directly connected to preceding “Lesson Quizzes,” such as those for lesson 1-1 and lesson 2-1. This exam measures student comprehension of core objectives, including elements of the marketing mix and target marketing strategies. Educators can review and filter these questions within the system to ensure that the final exam matches the specific standards taught throughout the semester.

The materials align formative assessments and applied activities to the course objectives and standards. For example, in the semester 1 project, “Influencer for a Day,” students design a social media campaign to demonstrate modern marketing skills. The activity overview outlines clear, measurable objectives and defines core terminology, such as advertising, digital marketing, and promotion. When paired with the TEKS Scope and Sequence document, this project aligns with the TEKS through applied student tasks.

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

The materials include summative assessments with standards-aligned questions that span multiple cognitive levels. For example, the “Semester 2 Exam” features assessment items connected to topic 16, lesson 16-1 and lesson 16-2. These assessments use matching, selected-response, and sentence-completion formats to measure student understanding of retail and entrepreneurship concepts. By pairing these assessments with the TEKS Scope and Sequence document, educators can verify how each question aligns to the TEKS at varying complexity levels.

The materials also vary assessment complexity through project-based tasks and enrichment activities. For example, in the semester 1 project, “Influencer for a Day,” the materials feature a “BusinessU Challenge” in section 4. This challenge increases task complexity by prompting students to design and evaluate custom campaign strategies rather than simply identifying promotional terms. These progressive assessment components align with the TEKS to ensure that students demonstrate both foundational knowledge and high-level analytical skills.

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

In topic 2, lesson 2-1, the platform’s “Reports” tab provides item-level assessment data for the “Lesson Quiz” to guide the interpretation of student performance. For example, the interface displays a grades breakdown by question to identify the average score and pinpoint specific questions that students commonly missed, such as items covering market segmentation concepts. Additionally, an embedded time-on-task metric displays student engagement data, showing whether students spent sufficient time analyzing the questions or moved through them quickly.

The online platform provides standards-based assessment reports to help educators interpret overall student performance. For example, the “Customized Reports” feature under the class settings generates diagnostic summaries organized by specific standards. These custom reports display individual and class performance data mapped directly against the TEKS. This standards-level data highlights specific areas of conceptual or technical weakness to inform subsequent instructional decisions and targeted remediation. The Stukents online platform automatically grades multiple-choice student assignments and provides teachers with scoring guidance and evaluation criteria to support consistent and accurate grading of open-ended responses.

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 “Instructional Assessment Types Teacher Help Guide” provides guidance on using specific activities to respond to student performance trends. For example, this guide outlines procedures for analyzing “Lesson Quiz” results and identifying commonly missed questions before initiating class reviews. The educator-facing resources provide explicit steps on implementing remediation activities and review sessions to address conceptual gaps prior to permitting quiz retakes. This structured approach outlines how to use lesson-level tasks to directly address student learning needs revealed by performance data.

The “Differentiating Instruction Guide” in the “Educator Resources” offers additional strategies for adjusting classroom tasks based on student assessment trends. For example, this resource provides options to modify the complexity and pacing of instructional activities for students working toward proficiency. The documentation outlines how to divide comprehensive assignments into smaller tasks or provide targeted vocabulary support based on performance outcomes. These explicit recommendations support the adaptation of core learning activities to respond effectively to student assessment results.

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 online platform provides educators with a cumulative “Reports” view to track student performance and growth throughout the course. For example, this interface displays detailed progress metrics organized chronologically by semester, unit, and lesson when viewing an individual student profile. The dashboard monitors growth by tracking content visited, time on task, assignment attempts, and completion status across all learning tasks. These reporting resources display developmental trends to evaluate long-term student progress and show when individuals require targeted learning interventions.

The platform features student-facing tracking tools to help learners self-monitor their own academic growth and course progress. For example, the personal “Reports” dashboard displays cumulative completion status, total practice time, and grades for individual lessons. Additionally, the student “Grades” tab provides immediate scoring feedback and performance trends across preceding assignments and chapter assessments. These interactive monitoring resources support students in taking ownership of their learning by displaying their personal development over time.

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 provided “Differentiating Instruction Guide” in “Educator Resources” details flexible accommodations to assist students working toward content mastery. This course-level guide outlines prebuilt learning modifications that educators can quickly enable on the platform for struggling learners. For example, educators can deploy provided scaffolded versions of assignments, simplify technical vocabulary lists, or reduce multiple-choice quiz distractors. These predesigned platform supports allow educators to systematically target individual needs while ensuring that all students access the required TEKS.

The materials provide educator-facing guidance within lesson plans to differentiate student activities based on daily comprehension trends. For example, in topic 3, lesson 3-3, the “Group Concept Tracker” structures collaborative student roles. To support students working toward proficiency, this task features a predesigned, scaffolded notetaker chart containing complete examples. This built-in model clarifies the analytical process before students independently research additional corporate security breaches.

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 materials provide pre-teaching and embedded vocabulary supports to help students master unfamiliar academic, professional, and technical terms. For example, the “Marketing Data Lesson Plan” introduces specialized business terminology before students engage with primary lesson content. This plan explicitly identifies key vocabulary terms, such as forecasts, metrics, qualitative forecast models, and quantitative forecast models. Students participate in dedicated glossary review activities to reinforce these technical terms before applying them in class discussions and projects.

The “Differentiating Instruction Guide” provides systematic strategies to pre-teach complex vocabulary before core instruction begins. For example, this educator-facing resource outlines procedures to introduce essential definitions early to reduce cognitive barriers for students working toward mastery. The materials include instructional guidelines to pre-teach technical terms and simplify academic language when appropriate. This combination of pre-teaching routines and provided vocabulary resources supports students in successfully navigating course-specific academic and technical language.

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 Traditional Pacing Guide document outlines recommended instructional sequences to schedule advanced projects and enrichment activities aligned with the course TEKS. For example, this document maps out specific entry points to transition high-performing students from foundational readings to complex, performance-based activities. The provided chronological pathways support the planning and delivery of challenging tasks that expand upon basic lesson concepts. This structured planning tool ensures that proficient learners continually access high-level learning opportunities throughout each semester.

The online platform provides flexible activity choices within individual lessons to extend learning and deepen mastery of the course TEKS. For example, in semester 2, lesson 16-3, the interface displays advanced components, such as a custom cover message creation task. The platform features system controls to enable these specialized tasks to challenge proficient students who complete core vocabulary quizzes ahead of schedule. This structural flexibility provides targeted, real-world professional writing tasks as immediate extension activities.

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

In the Teacher Implementation Guide, the materials provide platform-level differentiation guidance in “Differentiating Instruction in Stukent Career and Technical Education” to assist educators in modifying digital course elements based on student needs. For example, the platform interface features functional options to duplicate assignments, modify question counts, reduce multiple-choice distractors, or adjust time limits to address Individualized Education Program (IEP) accommodations. These system settings support the modification of basic assignment parameters and scaffolded grading entries across the online management system.

In the topic-level lesson plans, the materials provide explicit, lesson-level adaptations tied directly to specific course tasks and activities. In the first lesson plan for each topic, the “Differentiation Suggestions” subsection outlines specific adaptations to support IEP goals for students receiving special education services. For example, this section connects platform-labeled activities and performance tasks to tailored instructional strategies aligned with unit objectives. By locating these adaptations directly within the lesson plans, the materials allow educators to find unit and lesson overviews while integrating explicit IEP accommodations directly into their instructional planning.

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 “Marketing Data Lesson Plan,” embedded lesson videos, lesson text, discussion guides, and concept-tracking activities provide explicit guidance that supports educators in modeling and explaining concepts before students engage in independent practice. For example, the “Marketing Data” lesson includes an instructional video and lesson text that define and model market research, forecasting, marketing information systems, and data-driven decision-making concepts before students apply their learning. The accompanying educator-facing discussion guides and concept-tracking resources provide structured pathways to reinforce key ideas, model professional thinking processes, clarify common misconceptions, and check for understanding throughout instruction.

The online platform provides educator guidance for facilitating explicit instruction through the class discussion guide for lesson 1-1, “What Is Marketing, and Why Does It Matter?” For example, in the educator-facing view, the discussion guide displays a sequence of structured questions and corresponding talk-tracks to support class conversation around foundational marketing concepts. The document includes direct prompts covering the definition of marketing, the marketing concept, promotion, target markets, and examples of everyday products or services. The embedded educator notes outline critical takeaways for delivery, explaining that marketing is broader than advertising, the core marketing concept focuses on customer needs, and promotion represents one component of the broader marketing mix.

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

The Quick Start Guide – Stukent CTE Lesson Planning document provides explicit educator guidance and recommendations for delivering instruction through multiple instructional approaches. For example, the planning guide outlines how each lesson includes a structured sequence of content delivery resources (“Watch,” “Read,” “Discuss,” and “Glossary”), formative and summative assessments (“Recall,” “Glossary Quiz,” and “Lesson Quiz”), and application-based tasks designed to meet diverse instructional needs. The documentation includes sample pacing models that demonstrate different approaches to lesson delivery, including direct instruction through videos and educator-led discussions, collaborative group learning, independent reading, and application-based learning through interactive business problem-solving tasks and ethics challenges.

In semester 1 of the course, the lesson plan for lesson 4-1 provides detailed instructional guidance for delivering content through a variety of instructional methods. For example, the educator-facing resources outline procedures to introduce pricing concepts through explicit instruction, engage students in collaborative learning by organizing them into pairs, and facilitate inquiry-based learning as students analyze real-world products. The lesson design integrates peer collaboration, critical reflection, and hands-on problem-solving by providing structured activities and wrap-up discussion questions focused on how supply, demand, competition, and target markets influence pricing decisions.

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 provided “Practice and Application Structures,” “Collaborative Activities,” “Discussion Guides,” and “English Language Proficiency Standards Correlations Guide” sections offer multiple types of practice and recommended instructional configurations to support effective lesson implementation. For example, the materials include guided learning experiences, independent assignments, collaborative projects, classroom discussions, partner activities, and performance-based tasks. The instructional design builds from whole-group educator-led discussions that introduce marketing concepts to partner and small-group configurations in which students analyze business scenarios or solve applied problems. This array of whole-group instruction, small-group collaboration, partner interactions, and individual learning tasks supports the deployment of the instructional structure most appropriate for the lesson objective.

The “Help Center” documentation includes an article titled “Manage Group Assignments” that provides technical guidance for organizing collaborative work within the online platform. For example, this resource defines the different group assignment configurations supported by the system, including individual assignments, group shared submissions, and group individual submissions. The documentation outlines step-by-step procedures for creating, managing, and grading these distinct group formats. The platform features system utilities to create groups manually, generate groups automatically, move students between groups, rename or delete groups, and review centralized group submissions.

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.

In semester 1, section 1-1, the materials provide dedicated ELPS accommodations to support language development. For example, these embedded language resources outline targeted instructional strategies for students at beginner, intermediate, and advanced levels of English language proficiency. The documentation features structured communication protocols and differentiated questioning strategies to help emergent bilingual (EB) students build professional speaking and listening skills. This systematic scaffolding supports all learners in mastering the course TEKS while using increasingly complex language during daily discussions.

The “English Language Proficiency Standards Correlations Guide” provides educator guidance for implementing structured classroom accommodations across various proficiency levels. For example, this guide outlines procedures for incorporating vocabulary previews, visual models, and targeted sentence frames during daily business lessons. The documentation details how to facilitate structured peer interactions that prompt students to practice complex academic, professional, and technical language. These developmental scaffolds align content delivery with the ELPS to support ongoing language growth and concept mastery.

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

In the “Educator Resources” section, the materials provide a dedicated “Bilingual/ESL Implementation Guide” to support program delivery. This resource describes how to adapt general lesson elements to fit state-approved bilingual and English as a Second Language (ESL) settings. Furthermore, the guide provides educators with actionable frameworks for incorporating appropriate linguistic supports during daily instruction.

In the topic-level lesson plans, the materials embed bilingual and ESL program implementation guidance directly into routine lesson planning. In the first lesson plan for each topic, the “Supporting Emergent Bilingual Learners” subsection connects strategies, such as vocabulary building, background knowledge development, and cross-linguistic discourse, directly to unit resources. For example, in the “Overview of Supply Chain Management” lesson plan, this subsection outlines specific adaptations for key terms, such as procurement and distribution, during the supply chain design project. By embedding these supports alongside unit overviews, the materials guide educators in applying appropriate linguistic accommodations within state-approved bilingual and ESL program models.

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.

In semester 1, lesson 1-1, the “1-1 Glossary” features an ELPS accommodation tool to support written language development. For example, this embedded resource provides a “Word-Parts Discovery Log” routine that outlines how students break complex marketing terms into syllables, analyze structural affixes, and identify home-language cognates. This systematic vocabulary routine guides EB students to develop technical vocabulary and establish cross-linguistic connections through written discourse.

In the topic-level lesson plans, the materials provide explicit educator guidance and instructional methods to support EB students in developing oral vocabulary, increasing comprehension, building background knowledge, and engaging in structured discourse. In the first lesson plan of every topic, the “Supporting Emergent Bilingual Learners” subsection links specific strategies directly to lesson resources. For example, in topic 8, educators pre-teach core terms, such as selling, personal selling, and direct sales, using familiar consumer brands to build background knowledge prior to reading. In lesson 8-2, educators use lesson videos as a visual first exposure before students complete reading tasks. Furthermore, in lesson 8-3, educators model question types and discussion prompts so that students practice structured academic discourse with a partner before participating in class discussions.

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 is not applicable 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 “Discussion Presentation” for lesson 1-1 provides educators with clear guidance for delivering explicit instruction on foundational marketing knowledge and skills aligned to the TEKS. For example, the presentation follows a structured sequence of definitions, explanations, visual models, and guided discussion prompts that support direct teaching of industry-specific concepts—including the marketing concept, promotion, the eight functions of marketing, and the 4Ps framework—before students apply their learning. The accompanying educator notes introduce industry terminology using real business examples from companies, such as Apple, Ford, and Disney, to illustrate how marketing principles operate in the private enterprise system. Additionally, the presentation includes embedded discussion prompts and talk-tracks that move students beyond recall into real-world skill application, such as distinguishing marketing from advertising and evaluating how companies analyze and respond to target consumer needs.

The “Texas Standards” page for lesson 5-1 connects the lesson content to both the direct instruction and the explicit TEKS alignment. For example, the “Texas Standards” section identifies multiple aligned course expectations, including describing stages of new-product planning, explaining product management, identifying the four elements of the marketing mix, describing product mix, explaining the importance of generating new product ideas, and identifying components of the product life cycle. The “Additional Information” section lists specific concept objectives that outline requirements to define product or service management, explain its purpose in the marketing process, describe its role in developing and improving product offerings, and explain why it supports long-term business success. Together, this standards documentation and the accompanying lesson objectives demonstrate that the class discussion resources support direct instruction in industry-specific marketing knowledge and technical skills.

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, use, and apply industry-specific academic, professional, and technical vocabulary aligned to the TEKS. Throughout the course, the digital resources integrate marketing terminology into instruction, interactive glossaries, reviews, quizzes, and application activities that reinforce content-specific language. For example, in lesson 1-1, the “1-1 Glossary Quiz” uses an interactive drag-and-drop format in which students match marketing terms to their corresponding business definitions. The platform configuration settings allow for multiple student attempts to provide repeated opportunities to practice, recognize, and interpret vocabulary associated with foundational marketing concepts before students use those terms in subsequent discussions and applied lesson activities.

Pricing vocabulary appears in context within lesson 4-1, “Pricing Decisions,” in which the materials connect technical terms directly to business decision-making. For example, the lesson overview explicitly lists key terms, including business cycle, flexible pricing strategy, price elasticity, pricing, product life cycle, profit-oriented pricing strategy, sales-oriented pricing strategy, and selling price. The student-facing activities then prompt the application of this vocabulary through questions regarding factors that affect pricing decisions, target markets, return on investment (ROI), and the relationship between price and the other elements of the marketing mix. The lesson resources require students to explain how value, competition, brand image, profit margin, flexibility, external factors, target market, and price elasticity affect corporate pricing to support vocabulary development during real-world business analysis.

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.

In unit 6, the lesson-level activities transition students from understanding foundational promotional concepts to analyzing complex marketing mixes. In lesson 6-1, the “Kellogg’s Mini-Wheats Promo” activity outlines steps for students to research a single product, identify its target audience, analyze direct competitors, and develop an ethical promotional advertisement. The rigor increases in lesson 6-2, in which the “6-2 Pros and Cons of Types of Promotion” task requires students to evaluate multiple broadcast, digital, influencer, and social media marketing channels simultaneously. The materials structure this progression to guide students from designing an isolated promotional message to critically evaluating and recommending multichannel promotional methods to satisfy diverse business objectives in alignment with the TEKS.

The materials feature comprehensive, multistep projects designed to progressively extend student knowledge and technical skill application across entire units of study. For example, building on foundational lesson concepts, the “Promotional Power Play” project prompts student teams to research an existing business, analyze its market share, and develop a complete promotional mix strategy that justifies the inclusion or exclusion of advertising, personal selling, public relations, and sales promotions. The complexity increases further in a semester-long project, “Influencer for a Day,” that outlines technical requirements for students to construct a complete personal brand and marketing campaign. This advanced task integrates concepts related to audience behavioral analytics, content scheduling, search engine optimization (SEO) planning, and objective performance metrics. This instructional structure builds from localized concept application to comprehensive marketing campaign management, ensuring that tasks increase in technical rigor to support the mastery of the advanced TEKS.

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 lesson 2-1, the “2-1 Company Market Segmentation” activity outlines technical requirements for students to research corporate organizations, identify specific target profiles, and analyze how businesses implement geographic, demographic, psychographic, and behavioral segmentation strategies. The student-facing materials mandate an authentic market analysis that requires students to justify their findings using empirical data, contrast customer characteristics across competing companies, and evaluate how segmentation strategies directly influence the broader marketing mix. This interactive task structures a real-world application in which students must apply professional segmentation practices rather than simply recall foundational definitions.

The lesson 1-2 class discussion guide, “The History of Marketing and Promotion/Advertising as an Industry,” provides a structured framework requiring students to apply industry-specific knowledge through the historical and conceptual analysis of business development. For example, the discussion sequence requires students to analyze the evolution of corporate strategy from the production-orientation era to the modern marketing-orientation era, using case studies from companies, such as Pepsi and Amazon, to evaluate strategic adaptations. The materials embed targeted prompts that require the explicit application of technical terminology regarding the eight marketing functions, production logistics, corporate branding, market competition, and technological innovation. This interactive framework structures a cumulative review in which students connect historical industry developments directly to modern professional marketing practices in alignment with the TEKS.

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 materials use review activities and multipart lesson sequences to connect new learning to foundational skills established throughout the curriculum sequence. For example, the “Quick Review Questions” for lesson 5-1 explicitly connect current learning to technical knowledge developed in previous lessons by requiring the systematic recall of marketing concepts. The review interface generates targeted prompts covering product and service management, the new product development process, minimum viable products, test markets, and product life cycles. In lesson 15-1, “What, How and for Whom (U.S.A.),” students learn the three fundamental economic questions by researching the US economy, activating prior learning from an instructional video before completing a research chart. The accompanying lesson plan extends this learning through a follow-up activity, “What, How and for Whom (Non-U.S.A.),” requiring students to apply the same analytical framework to two additional countries, directly connecting the new investigation to the concepts and research processes established in the preceding activity.

The materials explicitly connect new knowledge and skills to prior learning across topics within the course. For example, in the introductory documentation, the Unit Order Rationale document provides structured connections between prior learning and new concepts across all 16 topics in the course. Each topic concludes with a “Connection Forward” statement that outlines previously learned concepts and explains how that foundation supports upcoming instructional objectives. These structural linkages trace a continuous learning progression as the materials establish the marketing mix in topic 1 as the foundation for target markets in topic 2, which then bridges to the market research data collection models in topic 3. The materials reinforce this cumulative design within lesson-level application tasks, such as the topic 4 “Price Is Right” activity, which embeds requirements for students to evaluate target market parameters developed in topic 2 when making pricing decisions.

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 provide relevant cross-curricular connections that support the transferability of academic knowledge and skills in mathematics and literacy. For example, in lesson 3-4, “Charts and Graphs Help Tell/Sell a Story,” the “3-4 Concept Tracker” activity integrates visual data analysis as students interpret quantitative charts, identify data patterns, and analyze historical business trends. The task requires the application of mathematical skills to interpret data representations and draw logical conclusions based on statistical information. Additionally, the assignment embeds literacy skills by requiring written explanations that detail the narrative behind the data and explain how quantitative information supports corporate decision-making. These embedded routines connect data trends directly to economic influences, supporting the transfer of mathematical and literacy skills to an applied business context.

The materials incorporate cross-curricular connections that align with social studies and literacy standards through the evaluation of workplace regulations and historical employment practices. For example, in lesson 12-1, the “12-1 Labor Law Poster” activity outlines technical research requirements for students to analyze informational legal texts, isolate compliance mandates, and synthesize findings into a visual presentation. This task reinforces literacy skills through sourcing text-based information, evaluating regulatory language, and summarizing technical details in written and visual formats. Furthermore, the activity directly connects to social studies concepts by examining the legislative origins, government policies, and civil protections that regulate the relationship between employers and employees in the US free enterprise system.

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.

In the Social Media Marketing Simternship, “Round 1: Organic Social Posts” integrates academic, technical, and employability knowledge and skills through an authentic workplace simulation aligned with the TEKS. For example, the simulation interface places the learner into the role of a social media marketing professional working with the simulated brand, Buhi Bags, to manage a realistic corporate campaign. Academic and analytical skills are integrated as the platform requires the analysis of audience demographic data, interpretation of campaign goals, and evaluation of brand guidelines. Technical skill application is embedded through system utilities that require selecting appropriate social media platforms, scheduling structured content, allocating product links, and managing multichannel campaign budgets. Employability skills are reinforced throughout the digital experience by requiring self-management, review of incoming workplace communications, independent problem-solving, and the generation of professional-quality deliverables that mirror the entry-level expectations of a marketing career.

The lesson-level activities integrate academic, technical, and employability knowledge and skills within applied business tasks that reflect real-world marketing practices. For example, in lesson 4-1, the “4-1 Pricing Decisions” activity outlines requirements to evaluate the financial and operational factors that influence product pricing. The academic components of the assignment require the analysis of consumer demand data and empirical justification of recommended strategies. The technical marketing parameters require applying knowledge related to corporate pricing objectives, competitive positioning, and product value metrics. Finally, the task reinforces core employability skills, such as critical thinking, commercial decision-making, and professional reasoning, by forcing an evaluation of how strategic pricing decisions impact long-term corporate viability and customer consumer behaviors in alignment with the 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 to the TEKS. For example, in lesson 16-1, students explore marketing careers and examine how skills apply across industries, such as technology, sports, retail, healthcare, and nonprofits. The materials introduce careers associated with marketing functions, including market planning, information management, selling, customer service, pricing, and promotion. Students evaluate responsibilities and industry applications for occupations, such as market research analysts, sales representatives, product development professionals, brand managers, and public relations specialists. By examining careers across multiple industries, students gain direct exposure to programs of study and career opportunities within the marketing career cluster.

The materials provide additional opportunities for students to investigate career clusters and programs of study aligned to the TEKS. For example, in lesson 16-2, students explore the skills, traits, and qualifications associated with marketing occupations. In the “16-2 Connecting Skills and Traits to Careers” activity, students identify traits such as communication, creativity, technology proficiency, problem-solving, and adaptability. Students select marketing careers or functions and explain how these characteristics contribute to professional success. This activity requires students to analyze career expectations, compare occupational requirements, and connect personal traits to pathways. By evaluating positions, such as social media managers, market researchers, graphic designers, and brand strategists, students understand career opportunities within the marketing 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 materials address general data use within the marketing industry through lesson 3-1, “Marketing Data,” aligned to the TEKS. For example, the lesson objective states that students analyze the role of data in marketing by identifying types and sources of marketing information, evaluating research, and explaining how data management supports product decisions. The “Concept Tracker” asks students to define marketing data, identify common types of data, explain forecasting, and describe how an information system gathers and analyzes marketing data. However, the materials do not provide regional or statewide LMI, regional workforce trends, state employment projections, or wage data. Although the lesson references demographics, market trends, competitor analysis, and government databases, the examples remain focused on general marketing information rather than state-specific career data.

The materials include career exploration activities that reference data use in marketing-related industries through lesson 16-1, “Career Opportunities in Marketing, Part 1,” aligned to the TEKS. For example, the lesson objective states that students explore career opportunities in different business models, and the activity includes an example in which students review how organizations use marketers to analyze voting data. Students can select roles, such as marketing analysts, marketing research analysts, pricing analysts, or social media managers, from the listed career examples. However, while the activity supports general career exploration and includes broad references to data-informed marketing work, the materials do not include Texas LMI. The materials do not provide state-specific career data, regional workforce trends, employment projections, or wage data for student analysis.

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 provide students with opportunities to develop individualized career goals and plans aligned with the marketing career cluster in support of the TEKS. For example, in activity 16-1, “Career Growth in Marketing—Education, Training, and Certifications,” students explore education, training, and professional certifications that support advancement before applying that information to a specific pathway. In question 9, students identify the education, training, or certification needed to prepare for a career as a digital marketing specialist. In question 10, students explain the skills and job responsibilities that this preparation helps them develop, such as managing social media campaigns and analyzing marketing data. By requiring students to connect a career goal with credentials, the activity supports the development of individualized career plans.

The materials include additional career investigation activities and tasks designed to support the development of individual career goals aligned to the TEKS. For example, in lesson 16-2, “Career Opportunities in Marketing, Part 2,” students engage in self-assessment activities that encourage reflection on personal strengths, traits, and characteristics associated with marketing professionals. In the “16-2 Self-Assessment One Word Answers”activity, students use self-assessment tools to evaluate their personal qualities and identify strengths. Students reflect on how they view themselves, how others perceive them, and how those characteristics relate to known traits, such as adaptability, dependability, and initiative. By examining personal attributes, students understand their career interests and areas for growth.

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 include guidance for educators to provide explicit instruction on professional standards and employability skills aligned to the TEKS and Texas CTE Employability Skills Standards. For example, in lesson 16-2, educators receive the “16-2 Class Discussion” presentation to introduce skills, traits, and professional behaviors expected of marketing professionals. The presentation guides educators in facilitating conversations about employability traits, such as adaptability, dependability, initiative, customer focus, organization, persistence, and lifelong learning. The discussion materials highlight workplace skills, including communication, leadership, problem-solving, technology proficiency, creativity, and collaboration. Through educator-led discussion questions and examples of marketing careers, students examine how these professional standards contribute to success across different marketing occupations and work environments.

The materials provide explicit educator content for explaining employability skills used in marketing careers aligned to the TEKS and Texas CTE Employability Skills Standards. For example, in the “MKT-1-4 Discussion Presentation,” the slides define a trait as a personal quality and a skill as a learned ability. The presentation identifies traits common among successful marketers, including being customer-focused, taking initiative, being adaptable, staying committed, and being a lifelong learner. The slide “What does it mean to be a Good Communicator?” explains that marketing professionals use communication to listen to customers, collaborate with teams, and write clear promotional content. Additional slides explain creativity, technology skills, problem-solving, and leadership by connecting each skill to workplace expectations, such as using e-commerce tools, social media platforms, and search engine optimization.

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 opportunities to engage in career development activities and tasks aligned to the TEKS and Texas CTE Employability Skills Standards. For example, in activity 16-3, “Interview Follow-Up Email,” students apply professional communication skills in a post-interview scenario. Students draft a professional follow-up email after interviewing for a marketing internship at a digital advertising agency. The materials require students to include a professional subject line, express gratitude for the interview opportunity, explain interest in the position, and highlight relevant qualifications. This task guides students to produce authentic workplace communication that reflects professional expectations during the hiring process to develop employability skills needed for success within the marketing career cluster.

The materials provide additional opportunities for students to engage in career development activities and tasks aligned to the TEKS and Texas CTE Employability Skills Standards. For example, in lesson 16-4, “Job Interview,” students participate in structured career-readiness activities to prepare for the job application and interview process. During the “16-4 Class Discussion,” students examine key components of career development, including job applications, resumes, interviews, company culture, professional attire, employer expectations, and follow-up communication. Students discuss what employers look for during interviews, how to prepare for common interview questions, the importance of researching companies, and how to write a professional thank-you message following an interview.

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

The materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities aligned to the TEKS. For example, in lesson 16-1, students engage in career exploration activities that require marketing-specific terminology to discuss career pathways, industries, and workplace roles. During the “16-1 Class Discussion,” students answer questions about marketing careers across various industries and explain occupational responsibilities. The discussion materials introduce and reinforce professional vocabulary related to marketing functions, pathways, customer service, promotion, market research, branding, and business operations. Students incorporate this terminology when discussing nonprofit and for-profit organizations, evaluating marketing careers, and explaining how marketing professionals contribute to business success.

The materials emphasize professional and technical vocabulary during career development instruction through educator-facing guidance aligned to the TEKS. For example, in the “16-4 Class Discussion,” the guide supports a class conversation about the job application and interview process while introducing employment terms. The materials include career readiness vocabulary, such as applicant statement, resume, job interview, company culture, and follow-up thank-you communication. The educator guidance connects each vocabulary term to a specific career development action or workplace expectation. The guide explains that an applicant statement summarizes facts for employers and that a resume summarizes qualifications. The guide details how a job interview helps an employer evaluate candidate fit. Discussion prompts address dressing for success and writing follow-up messages to support professional communication.

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.

The materials provide students with experiential learning opportunities through authentic marketing simulations, collaborative classroom activities, and project-based assignments that reinforce technical and employability skills. For example, in chapter 4, lesson 1, the “Price Is Right” activity prompts students to analyze pricing strategies by evaluating production costs, consumer demand, competitor pricing, and perceived customer value. Students apply these concepts by recommending appropriate pricing models for products and services while defending decisions with marketing evidence. These tasks require students to analyze marketing information, compare pricing alternatives, and develop recommendations that support organizational objectives.

Students engage in further experiential learning in unit 1, “Marketing Projects,” through the “Influencer for a Day” activity by assuming the role of a social media influencer responsible for promoting a personal brand. For example, students analyze products, identify a target market, establish campaign objectives, create promotional content, and evaluate performance using marketing metrics. Additional experiential learning occurs in the promotion lesson plan through the “Kellogg’s Mini-Wheats Promo” activity, in which students research a real product and design an ethical promotional advertisement. These project-based learning experiences develop communication, collaboration, creativity, and critical thinking skills in alignment with the course standards.

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 the TX Social Media Marketing Simternship, “Study the Buhi Brand Guide,” students analyze authentic brand standards, company descriptions, target audience personas, and messaging guidelines to support content development. Students reference these technical resources while completing simulation tasks to maintain consistent brand identity. These tasks require students to interact with industry-relevant documentation and digital platforms that mirror professional marketing practices.

Students use additional industry-specific materials and performance data within the simulation environment. For example, in the TX Social Media Marketing Simternship, “Buhi Social Media Audit,” students examine performance metrics, engagement data, and platform recommendations to guide promotional strategies. Students interpret these professional data reports to inform campaign decisions and manage social media content effectively. These experiences do not use passive phrasing and do not lack practical application for students.

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

The materials emphasize the use of professional and technical vocabulary through experiential learning opportunities in the TX Social Media Marketing Simternship, “Organic Social Posts.” For example, students analyze the “Buhi Social Media Brand Guide” and the “Reynolds Research Report: Social Media Marketing Trends” to apply industry terminology when creating organic social media posts. Students integrate professional communication standards and brand-specific vocabulary during simulation tasks to optimize campaign performance based on analytics.

Students engage with additional technical vocabulary in lesson 4-2 by applying pricing strategies to business scenarios. For example, students use terms such as penetration pricing, price bundling, and price lining to analyze authentic marketplace situations and explain strategic decisions. These experiences do not use negative phrasing and do not omit practical vocabulary application for students.

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 opportunities for students to apply technical knowledge to authentic marketing problems through the TX Social Media Marketing Simternship. For example, students analyze the “Buhi Social Media Brand Guide” and market data to select effective social media platforms and create organic posts. Students then evaluate campaign performance and recommend data-driven improvements based on analytics. These alignment actions support the TEKS for the course.

Students engage with additional industry-specific problem-solving in lesson 7-4, “Transportation Methods and Logistics in Marketing Distribution,” by evaluating realistic logistics scenarios. For example, students choose appropriate transportation methods based on shipment size, distance, delivery timeline, cost, and product type to route a shipment of air conditioners from London, England, to Austin, Texas. These experiences do not use negative phrasing and do not omit practical knowledge application for students.

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.

The materials provide students with opportunities to develop technical skills by interpreting business data and applying analytics to support marketing decisions. For example, in lesson 3-1, students examine customer engagement metrics, website traffic, sales trends, and campaign performance data to evaluate marketing effectiveness. Students analyze performance reports to identify patterns and recommend improvements based on quantitative evidence. These experiences strengthen students’ ability to interpret marketing data while reinforcing analytical thinking and evidence-based decision-making.

Students engage in industry-related data analysis by transforming raw business data into visual representations that support interpretation and decision-making. For example, in “3-4 Group Concept Tracker,” students analyze quarterly grocery store sales data by product category and organize the information into visual displays. Students apply quantitative reasoning through numerical analysis and qualitative reasoning by explaining observed trends and their potential impact on marketing strategies. These activities provide meaningful opportunities for students to evaluate industry-related information, identify trends, and justify business decisions.

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 “Kellogg’s Pop-Tarts Research” activity engages students in inquiry-based learning by placing them in the role of a chief marketing officer responsible for improving market research practices. For example, students evaluate whether the product sampling method used by the company in the 1960s remains an effective market research strategy today. Students consider changes in consumer behavior and technology before supporting their position with evidence and sound reasoning in alignment with the TEKS.

Students engage in inquiry-based learning in chapter 8, unit 4, by investigating products and collecting information from industry sources. For example, students conduct research using approved sources to distinguish between factual product features and customer-oriented benefits. Students then share their findings with classmates, using research evidence to explain how product characteristics influence consumer purchasing decisions and support recommendations.