BRACKENRIDGE

_____ Period HIGH SCHOOL

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Ad vertising and
Sales
2010-2011
Student Manual and Syllabus

20 0-2011
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STUDENT NAME
 Advertising and Sales
School Year (2010 - 2011)

Mr. Jesus Omar Gallegos, Brackenridge High School

As your Marketing Education Teacher and DECA Advisor, I want to welcome you into
the Marketing Education Program at George W. Brackenridge High School. I hope that through
your experiences in Marketing Education and in DECA you will have a very enjoyable and
successful year.

I am Mr. Jesus Omar Gallegos and I was born in El Paso, TX. I grew up in El Paso’s
Lower Valley until the age of 9 when my family and I moved to Alamogordo, New Mexico. I
attended Alamogordo High School and joined the United States Air Force five months after
graduating. I spent my 4 year tour at Randolph Air Force Base and attended San Antonio College
as a part-time student. After completing my tour in the Air Force I was accepted to The
University of Texas at Austin and the Red McCombs School of Business where I Majored in
Marketing and Minored in Management Information Systems with a concentration in Online
Marketing. While at UT Austin, I studied abroad in Sao Paulo, Brazil for 6 months at Fundacao
Getulio Vargas Business School. I’ve worked in Administration, Human Resources,
Advertising, Marketing, Sales and Finance. Companies I’ve worked for include InnTerActive
Marketing, JPMorgan Chase, AmeriNet Mortgage, Homevestors and the Austin American-
Statesman. I speak Spanish and Portuguese and have held life and health insurance licenses as
well as the Series 6 and Series 63 Investment Licenses.

Marketing Education is a Career and Technology Education Training Program, which

provides instruction and classroom training for students preparing for careers in marketing
occupations. This Marketing Education manual will help you understand your responsibilities as
a student in the Marketing Education Program. This manual is designed especially to assist you
in understanding the operation of the Marketing Education (ME) Program at Brackenridge High
School. It explains the policies and procedures, rules and regulations, and other important
information. I encourage you to share this manual with your parents. Your parent's signature will
be required on the student/parent agreement, syllabus, and guidelines sheets found in this
manual.

WITH YOUR HELP, WE CAN MAKE THIS A GREAT YEAR.

This syllabus can be found at Mr. Gallegos’ Teacher Website

http://saisd001jgallegos1.pbworks.com/

The Brackenridge DECA website is

www.brackenridgedeca.pbworks.com

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I. Introduction:

Advertising and Sales Promotion is designed as a comprehensive introduction to the

principles and practices of advertising. Students will gain knowledge of techniques used in
current advertising, including print, broadcast, and digital media. The course explores the
social, ethical, and legal issues of advertising, historical influences, strategies, and media
decision processes as well as integrated marketing communications. The course provides
an overview of how communication tools can be used to reach target audiences and
increase consumer knowledge.

II. Learning Methods:

A combination of in-class exercises, lectures, discussions, videos, and individual and

group assignments will be used to achieve our learning goals. Students will demonstrate
their learning through role playing, team reports, oral presentations, professionalism,
quizzes, unit tests, presentation graphics, research projects, non-traditional assessment
rubrics and reflective writings. The students’ exam will also demonstrate the level of
proficiency attained.

III. Homework and Special Requirements:

Homework will be limited to special projects or weekly assignments. Since Marketing

Education and its DECA related program of activities is a co-curricular course approved
by the Texas Education Agency (TEA), ALL students that directly participate and/or
benefit from DECA activities are required to be members of the DECA organization and
must pay their $30 DECA Dues within 30 days of enrollment in the class. The members
are responsible for raising all necessary funds to support the DECA activities. Students are
also required to sign the Web Publishing Permission Form to be in this class since we will
be doing a lot of web publishing in class.

IV. “Civic Consciousness / Community Service”

Students will be expected to demonstrate an awareness and appreciation of good

citizenship and civic responsibility. Students will re-invest in their community by
performing at least (2.5) hours of DECA related community service each 9-week
term. This will be a total of (5) hours for each semester and a total of (10) for the
school year.

V. TUTORING OR OPEN LAB TIME/DAYS

Monday – Friday 8:00 A.M. – 8:45 A.M. (by appointment only)

Parents may call 533-8144, if there are any questions or email me at jgallegos1@saisd.net.
My conference period is from 8:50 A.M. - 9:40A.M.

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VI. SCANS:

Students will also focus on the skills and competencies for the workplace as reported in
the SCANS (Secretary’s Commission on Achieving Necessary Skills) document, What
Work Requires of Schools. This three-part foundation includes:

Basic Skills
Reads, writes, performs arithmetic and mathematical operations, listens and speaks

Thinking Skills
Thinking creatively, making decisions, solving problems, visualizing, knowing how
to learn, and reasoning

Personal Character Qualities

Displays trustworthiness, respect, responsibility, fairness, caring, and citizenship

Students will identify and practice the basic principles of Total Quality Management
in their classroom environment. They will learn team-building skills as well as
understand the power of “Empowerment”.

VII. Grading System:

Students in the Technology of Marketing Program will be graded in the following

SIX COMPETENCY AREAS:

PROFESSIONAL DEVELOPMENT………………………………… 40%

STUDENT PRODUCTS/FINAL EXAM…………………………….. 20%

DAILY BENCHMARK PERFORMANCES………………………… 10%

ORAL PRESENTATIONS……………………………………………. 10%

REQUIRED READINGS AND REFLECTIVE WRITINGS………. 10%

CIVIC CONSCIOUSNESS PROJECTS………………………………. 10%

100%

Grades will be discussed with the individual student every three weeks and upon request. The grade book is
the property of the school and the teacher/coordinator and is not to be viewed by students without the
coordinator’s approval. Students must understand that failure to meet any of the established grading
deadlines/benchmarks for any reason, (EXCEPT EXCUSED/APPROVED ABSENCES), will result in a zero
grade and will not qualify for make-up work. Character and Professional expectations are mandatory in
the Marketing Education classroom.

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VIII. Course Content:
The goal of this course is to acquire the following knowledge and skills.
(1) The student knows business concepts and explains how business satisfies economic needs. The student is
expected to:
(A) categorize business activities as production, marketing, management, or finance;
(B) explain the interdependence each business activity has with marketing;
(C) differentiate the implications of business conduct using advertising examples;
(D) illustrate how international marketing affects the advertising industry; and
(E) explain the impact of multiculturalism and multigenerationalism on advertising marketing activities.
(2) The student knows the importance of marketing as well as the functions of marketing. The student is
expected to:
(A) explain the marketing concept;
(B) recognize marketing functions and how they relate to advertising;
(C) explain how each component of the marketing mix contributes to successful marketing;
(D) identify the importance of target markets;
(E) describe advantages and disadvantages of market segmentation and mass marketing; and
(F) research trends and emerging technologies affecting advertising marketing.
(3) The student knows the impact and value of diversity. The student is expected to:
(A) express elements of culture and the need for understanding cultural diversity; and
(B) identify how diversity affects sports and entertainment marketing.
(4) The student knows how to use self-development techniques and interpersonal skills to accomplish
marketing objectives. The student is expected to:
(A) explain and practice effective interpersonal and team-building skills with coworkers, managers, and
customers;
(B) participate in leadership and career development activities such as student organizations and local
chambers of commerce; and
(C) identify the role of professional organizations, trade associations, and labor unions in the advertising
industry.
(5) The student knows that distribution channel members facilitate the movement of plans. The student is
expected to:
(A) explain channels of distribution for advertising marketing plans; and
(B) describe activities of each channel member.
(6) The student knows that financial planning is necessary for the market's success and solvency. The
student is expected to:
(A) identify sources of financial assistance;
(B) explain the purpose of financial records such as budget, balance sheet, and income statement; and
(C) discover the relationship of perishability to profit and loss.
(7) The student knows the nature and scope of advertising marketing. The student is expected to:
(A) demonstrate knowledge of the history of advertising as an industry and how it relates to today's
marketplace;
(B) distinguish among advertising marketing terms;
(C) list major environmental influences on advertising marketing demand;
(D) research advertising information; and
(E) explain legislation that impacts advertising.
(8) The student knows that a career in advertising marketing requires knowledge of demographics. The
student is expected to:
(A) explain how the use of demographics has influenced the industry;
(B) differentiate between buying habits and buying preferences; and
(C) research the use of technology in advertising, design, production, and distribution.
(9) The student analyzes that a career in advertising marketing requires knowledge of the industry. The
student is expected to:
(A) research careers in the advertising marketing industry; and
(B) list and describe businesses related to advertising.
(10) The student guides staff to improve their success rate and to minimize staff turnover. The student is
expected to:
(A) introduce the following five steps of selling:
(i) approach the customer;
(ii) determine needs;
(iii) present the product;
(iv) overcome objections; and

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(v) close the sale.
(B) provide information about incoming merchandise to sales staff;
(C) monitor on-floor selling activities; and
(D) control sales activities to meet sales goals and objectives.
(11) The student knows the importance of teamwork, leadership, integrity, honesty, work habits, and
organizational skills. The student is expected to:
(A) illustrate how teams function;
(B) use teamwork to solve problems;
(C) distinguish between the roles of team leaders and team members;
(D) identify characteristics of good leaders;
(E) categorize employers' expectations and appropriate work habits;
(F) define discrimination, harassment, and equality;
(G) use time-management techniques to develop and maintain schedules and meet deadlines;
(H) express how teams measure their results; and
(I) develop two methods to recognize and reward team performance.
(12) The student evaluates and uses information resources to accomplish specific occupational tasks. The
student is expected to:
(A) use informational texts, Internet websites, and technical materials to review and apply information
sources for occupational tasks; and
(B) evaluate the reliability and credibility of information from informational texts, Internet websites, and
technical materials and resources.
(13) The student develops and delivers formal and informal presentations using appropriate media to engage
and inform audiences. The student is expected to:
(A) prepare oral presentations to provide information for specific purposes and audiences;
(B) identify and prepare support materials that will enhance an oral presentation; and
(C) deliver an oral presentation that sustains listener attention and interest.
(14) The student applies active listening skills to obtain and clarify information. The student is expected to:
(A) interpret a given verbal message of information; and
(B) respond with restatement and clarification techniques.
(15) The student knows the marketing-information system. The student is expected to:
(A) explain characteristics and purposes of a marketing-information system;
(B) identify benefits and limitations of marketing research;
(C) explain the use of inventory control information; and
(D) analyze data used to make accurate forecasts.
(16) The student knows pricing policies, objectives, and strategies. The student is expected to:
(A) compare and contrast pricing policies;
(B) develop a sample credit policy that could be a useful advertising marketing strategy; and
(C) analyze the price of an advertising marketing product.
(17) The student knows the elements and processes of product planning. The student is expected to:
(A) describe stages of new-product planning;
(B) define product mix; and
(C) identify stages of the product life cycle for new or existing advertising marketing plans.
(18) The student knows that successful marketers must develop, implement, and evaluate a promotional
plan. The student is expected to:
(A) identify components of the promotional mix such as advertising, visual merchandising, and personal
selling;
(B) demonstrate visual merchandising techniques for advertising marketing goods, services, or ideas; and
(C) analyze a promotional plan for effectiveness.
(19) The student knows that advertising occurs as steps in a continuous cycle. The student is expected to:
(A) justify between buying for resale and buying for organization use;
(B) explain the importance of identifying needs as the first step of the advertising process; and
(C) prepare a buying plan, complete purchase orders, and process invoices.
(20) The student knows that various types of risks impact business activities. The student is expected to:
(A) categorize business risks; and
(B) explain methods a business uses to control risks such as surveillance and safety training.
(21) The student knows the role of selling in a private enterprise economy. The student is expected to:
(A) explain how selling contributes to economic activity;
(B) describe the process of selecting and advertising merchandise; and
(C) demonstrate steps in the selling process using advertising plans.
Source: Text of Adopted New 19 TAC Chapter 130, Subchapter D, Business Management and Administration

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 http://ritter.tea.state.tx.us/rules/home/sboeadopt.html

SAMPLE GRADESHEET
NAME:_________________________________________

9 WEEKS # 1 2 3 4 (Circle One)

PROFESSIONAL DEVELOPMENT
____ ____ ____ ____ ____ ____ ____ ____ ____

(Total)_______divided by ____ = ______ x 40% =

Average

STUDENT PRODUCT/FINAL EXAM

Portfolio________ Multi-Media Presentation_______

Sales Project________ Business Plan________

(Total)_______divided by_____ = ______ x 20% =

Average

DAILY BENCHMARK PERFORMANCE

____ ____ ____ ____ ____ ____ ____ ____

____ ____ ____ ____ ____ ____ ____ ____

(Total)_______divided by_____ = ______ x 10% =

Average

ORAL PRESENTATIONS
____ ____ ____ ____ ____

(Total)_______divided by_____ = ______ x 10% =

Average

REQUIRED READINGS/WRITINGS
____ ____ ____ ____ ____ ____ ____ ____

(Total)______divided by _____ = ______ x 10% =

Average

CIVIC CONSCIOUSNESS PROJECT HOURS……100-80-60-40-20- 0 x 10% =

9-WEEKS GRADE = \

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 GRADING PROFESSIONAL DEVELOPMENT
Every student will begin each MONDAY with (100) Professionalism Grade. The
student’s overall attitudes and responsible work habits during all class sessions will dictate whether
the student maintains a (100) at the end of the week or drops proportionately to a (ZERO) by the end
of the week on Friday. There will be nine Professionalism Grades averaged at the end on the nine-
week period. FORTY PERCENT of this average will be applied toward your overall grade for the
nine weeks.

The 100 Professionalism grade at the beginning of each week will drop or will be decreased in intervals of 25 points
(10 points 8th Period) for each of the following examples of UNPROFESSIONALISM.

A. Reporting to work on a day you are absent from school. This is also grounds for dismissal from

the (ME) PROGRAM. (1st and 2nd Period Classes Only)

B. UNEXCUSED ABSENCES - Failing to bring a note from legal guardian or proof of excused absence from school.

C. FAILING TO DRESS IN OFFICIAL SCHOOL UNIFORM. You are required to wear your professional attire and/or
school uniform all day long; until you are off school grounds.

D. Failing to ask permission to leave the class.

E. Any unexcused absence or excused absence that the teacher/coordinator judges or determines as unnecessary or abusive.

F. An UNEXCUSED TARDY – An excused tardy will be accepted by written note only. No verbal excuses will be accepted.

G. Failure by student to exhibit Good Time Management Habits by not meeting deadlines or due dates that the Coordinator has
established orally or handed out on a monthly calendar.

H. Failure by student to participate in any DECA related activity that he/she has committed to. (Example: dues, meetings,
fundraisers, banquet, etc.)

I. Failure by student to keep appointments with the coordinator or with employers without giving advance notice. Also, failure
to follow through on job leads that the coordinator has provided the student.

J. Failure by student to keep coordinator informed of any problems or unusual circumstances at work that may lead to poor job
performance or ultimately to loosing his/her job; Being Fired. (1st and 2nd Period Classes Only)

K. Failure by student to leave campus grounds immediately after his/her last class; as noted and recorded on the work pass. (1st
and 2nd Period Classes Only)

L. Failure by student to produce an actual and official work pass when requested by the coordinator, a teacher, an
administrator, and/or school police officer. The coordinator has the option to spot-check for work passes at any time during the school
day/year. In addition to the professionalism demerit imposed in class, the ME student may also face administrative disciplinary action
if caught without a work-pass and/or caught on campus without permission. (1st and 2nd Period Classes Only)

M. Chewing gum, eating in class, or drinking beverages in class without permission

N. Any other situations as determined by the coordinator as acts of unprofessional on the part of the student like using
electronic devices without the permission of coordinator.

O. Any of the aforementioned situations or cases occurring in the presence of a SUBSTITUTE TEACHER or in the absence
of the coordinator.

 THE STUDENT’S TRUE PROFESSIONALISM WILL BE

JUDGED IN THE ABSENCE OF HIS/HER
COORDINATOR.

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 DECA, An Association of Marketing Students
An integral part of the Marketing Education Program is DECA. DECA is the only youth organization that
is available for students with an interest in marketing and management. DECA is a local, state, and
international organization. Student membership in Texas DECA is at 13,000 while membership in
International DECA is at 188,000 students.

DECA is co-curricular. That means that DECA is considered an important part of the total Marketing
Education program (ME). The (ME) teacher/coordinator is the local DECA Advisor. Students elect their
own chapter officers who are responsible for the operation of the chapter. DECA members meet at the
discretion of the chapter officers. The organization has an operation constitution. DECA dues are paid
within 30 days of enrollment in the class. The 2010-2011 DECA dues will be $30.00. Eight dollars will
pay for state, eight will pay for national dues, while the remaining fourteen dollars will be utilized for
the annual end-of-year Parent and Employer Appreciation Banquet and other DECA activities and
events.

The emphasis of DECA is placed at the involvement and activities of the local chapter; sales projects; social
functions; civic activities and so forth. Each DECA member is strongly encouraged to participate. The
highlight of the year is the DECA Employer Appreciation Banquet. The purpose of the banquet is to honor
and thank the student’s employer for their assistance to the (ME) student in learning about their business
operations. The marketing student is required to attend the banquet with his/her employer. Attendance by
boyfriend or girlfriend will be prohibited.

DECA members have the opportunity to become involved in state and international DECA activities. At
the district level, the first opportunity is the Leadership Development Conference in late September/early
October. The second opportunity is the District Career Development Conference/Competition held in
January. At this conference, students compete with other students in different occupational areas. District
winners compete at the state level in March. State winners participate at the international level.

The International DECA Career Development Conference (ICDC) is held in April. Those state DECA
winners in different competitive events are eligible to attend in addition to state officers. The international
conference is held in different major cities in the United States each year.

To make any organization a successful one, takes the combined efforts of all DECA members. You are
encouraged to take an active part in DECA for the benefit of yourself, your school, and your community.
You do have something to contribute—become an active member of DECA.

PARENT/STUDENT ACKNOWLEDGEMENT

THE REGULATIONS OF THE MARKETING EDUCATION PROGRAM HAVE BEEN

DISCUSSED WITH ME BY MY CHILD. I HEREBY GIVE MY CONSENT AND
APPROVAL FOR MY SON/DAUGHTER TO ABIDE BY THE INFORMATION
PROVIDED IN THE SYLLABUS. I WILL ENCOURAGE HIM/HER TO FOLLOW THE
ABOVE REGULATIONS AND PARTICIPATE IN THE STUDENT ORGANIZATION.

Print Student Name: ________________________ Class Period(s): _____________

Student’s Signature: ________________________ Date: _____________________

Print Parent Name: _________________________

Parent Signature: __________________________ Date: _____________________

Turn in the 3 forms handed out (this last page of the syllabus, the Web
Publishing Permission Form, and the Student Safety Awareness
Statement form) by September 3.

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This will be your 1st Benchmark Grade.

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