This unit goes through the different kinds of propaganda and way that companies try to Market their products to consumers

The focus of this study is to study the brand identity of the Menomonie High School Field House. Once an analysis can take place of how the community and other stakeholders view the MHS Field House, a better idea of effective marketing practices can be presented. In order to participate in this study, stakeholders will be asked to complete an anonymous survey. The survey will include basic participant information, such as gender, and age groups. The survey will also consist of multiple-choice questions relating to their views, experience, and suggestions for the MHS Field House. Data collected from this survey will determine what areas of the MHS Field House should be focused on in the upcoming years and will help identify the best ways to market the facilities and other offerings.

Divide the class into six equal(ish) groups. Each group randomly is assigned one of the six Disney Theme Parks around the world. They will develop a presentation/infomercial as to why people should visit their park. They will also create a one page magazine ad for their park. In addition, they will develop a Top Ten list of what else families might do in that city other than the Disney park.

Make the Lead4Change Student Leadership Program the best new idea for your school this year!  Leadership + Service = Measurable Change.  FREE lessons and amazing outcomes. Students lead, lives are changed.  Get started today with ready-to-use lessons, resources and more at Lead4Change.orgTry Lesson One now!  To access the rest, register at www.lead4change.org/join.    In the meantime, check out the 1-minute video  What is Lead4Change?

Introduces students to the theory, algorithms, and applications of optimization. The optimization methodologies include linear programming, network optimization, dynamic programming, integer programming, non-linear programming, and heuristics. Applications to logistics, manufacturing, transportation, E-commerce, project management, and finance.

Student groups are challenged to create food packages for specific foods. They focus on three components in the design of their food packages; the packages must keep the food clean, protect or aid in the physical and chemical changes that can take place in the food, and present the food appealingly. They design their packaging to meet these requirements.

The role of packaging in marketing has become quite significant as it is one of the ways companies can get consumers to notice products. This lesson walks through many key points of packaging products within a branding context.

This lesson teaches students about the promotional mix. First, use the Discussion Guide (found in Task 1) to teach students about this concept. Then, use the activity to assess their understanding. This activity allows students to research and evaluate the promotion mix of real companies, making the concept more relevant and engaging. A full lesson module related to this concept can be found on the MBA Learning Center. Visit mba.instructure.com and search for "PR:003" in the Commons. 

Covers modern tools and methods for product design and development. The cornerstone is a project in which teams of management, engineering, and industrial design students conceive, design, and prototype a physical product. Class sessions employ cases and hands-on exercises to reinforce the key ideas. Topics include: product planning, identifying customer needs, concept generation, product architecture, industrial design, concept design, and design-for-manufacturing.

Join Danny Rubin, founder of Rubin, and Maddie Redmond (Dallas Cowboys) and Brett Raisman (NY Islanders) to explore the world of working in sports. Students and teachers should also make use of the webinar worksheet at https://rubineducation.com/wp-content/uploads/2021/08/Rubin-Webinar-Worksheet-Q-and-A-about-Sports-Careers-September-2021.docx

Workshop explores the integration of economic development and physical planning interventions to revitalize urban commercial districts. Covers: an overview of the causes of urban business district decline, revitalization challenges, and the strategies to address them; the planning tools used to understand and assess urban Main Streets from both physical design and economic development perspectives; and the policies, interventions, and investments used to foster urban commercial revitalization. Students apply the theories, tools and interventions discussed in class to preparing a formal neighborhood commercial revitalization plan for a client business district.

Lesson Objective: At the completion of this lesson, students will understand the meaning of scarcity and opportunity cost. Students will explain how scarcity and opportunity cost affects decisions made by households, businesses, and governments. Supplies NeededStudent Handout 1The Cost of Your Future (1 per student) (found in Task 3)Student Handout 2Scarcity and Opportunity Cost Quiz (1 per student) (found in Task 7)Student Handout Answer Key 2Scarcity and Opportunity Cost Quiz (found in "Resource Library")Teacher Resource 1Dingell hosts community round table on higher education (found in "Resouce Library")Video 1Gangnam Style (4:12) (found in Task 1)Video 2EconEdLink Opportunity Cost (found in Task 2)Video 3Four Years to Broke: The Real Cost of College (6:06) (found in Task 4)Video 4Production Possibilities Curve- Econ 1.1 (found in Task 5)  References “Dingell Hosts Community Round Table on Higher Education.” The Michigan Daily. N.p., 9 Apr. 2015. Web. 19 Apr. 2015. EconEdLink: Council for Economic Education. (n.d.). Economic Glossary. Retrieved from http://www.econedlink.org/economic-resources/glossary.php and http://www.econedlink.org/interactives/index.php?iid=190 EconEdLink: Council for Economic Education. (n.d.). "Opportunity Cost." Opportunity Cost. EconEdlink, n.d. Web. 19 Apr. 2015. Ferguson, Lisa. “4 Years to Broke: The Real Cost of College.” YouTube. YouTube, 30 Apr. 2014. Web. 19 Apr. 2015. G.S. and G.D. (2014, June 3). “The Hidden Cost of Gangnam Style.” Retrieved from http://www.economist.com/blogs/graphicdetail/2014/06/daily-chart-1 MBA dictionary. (n.d.). Retrieved November 15, 2014, from MBAResearch and Curriculum Center “PSY-Gangnam Style (Official Music Video).” YouTube. YouTube, 23 Oct. 2012. Web. 19 Apr. 2015.

This briefing introduces students to the concept of the selling process and its phases. It walks through the steps in the selling process. First, use the briefing (found in Task 1) to teach students about this concept. Then, each student should observe a sales presentation in which the salesperson used a selling process. Given a list of the components of the selling process, students should identify what was said or took place during the presentation that constituted each phase of the selling process and discuss the responses with the class. This lesson is a part of the Marketing Principles Course Guide. To download it, visit mbastatesconnection.mbaresearch.org and select "Course Guides" under "Curriculum and Instruction."

Students will create a comprehensive social media marketing plan for a business. In this project, students are marketers for the business plans created by the Entrepreneurship students in a different class. Teachers may modify this project to suit their needs. 

" This project-based course explores new design strategies for social interaction in the computer mediated world. Through weekly readings and design Assignments and Labs we will examine topics such as: Data-based portraiture Depicting growth, change and the passage of time Visualizing conversations, crowds, and networks Interfaces for the connected city Mobile social technologies The course emphasizes developing visual and interactive literacy. "

Join Danny Rubin, founder of Rubin, and Tay Hawker from Hawker Family Sports and Entertainment about the new-age world of representing college students in endorsement deals. This conversation covers the importance of drive, dedication, negotiation skills, creative thinking, influencer marketing and much more. Students and teachers should also make use of the webinar worksheet at https://rubineducation.com/wp-content/uploads/2022/09/Rubin-Dream-Job-Webinar-Worksheet-Sports-Agent-September-2022.docx

This project encompasses all that was learned during the course by coming up with an original product the student creates. It includes the 4 Ps of Marketing, Target Market, Market Segmentation, Sponsorships, Endorsements, etc. The student must also create a physical replica of their "new" product. The product is then presented to the class and teacher.

Video ExplainationGoogle Doc- ProjectGoogle Doc- Rubric This final project will go through the major aspects of sports and entertainment marketing.  I use this as a semester project and introduce it in week 2 or week 3 and revisit it after each unit to do some work on it.  Students then present their project at the end of the class of their final project.  Studetns use Google Sites to create their projects to enhance digital literacy.

The forest industry is increasingly global and every marketer of forest products should have a global perspective. As a natural resource-based industry, the forest industry has an especially high profile role in environmental protection and is increasingly involved in climate change mitigation and management. Global forests are not only important because they provide a source of industrial raw material, but also because of the various other human needs they satisfy. A forest products marketer should have a basic understanding of the role that global forests play in society. Major societal trends are impacting the external environment within which the forest industry operates. We provide an overview of global forests and a brief description of the markets for the main categories of the forest industry.

For farmers, growing crops is just one step in running a successful farm—making the farm or market garden economically viable requires another suite of skills, including finding land, planning what crops to grow, marketing the crops, and managing income and expenses. This resource builds on our experience educating hundreds of apprentice growers in organic production, farm and business planning, direct marketing at a roadside farm stand, and Community Supported Agriculture (CSA) management through hands-on training in the running of our 100-member CSA program. Teaching Direct Marketing and Small Farm Viability: Resources for Instructors is organized into six units, three focusing on marketing and three covering other topics related to making a small farm economically viable. Included are lessons and resources for running a CSA project, selling at farmers' markets, forming collaborative marketing groups and grower cooperatives, and selling to restaurants. Also covered are strategies to improve small farm planning, including enterprise visioning and market assessment; creating a business plan, including marketing and crop plans; and managing cash flow. Land tenure options such as cash-rent leases from non-profits, shared ownership models, conservation easements, and community land trusts are reviewed as additional mechanisms for addressing the complex issue of the economic viability of small-scale agriculture. This resource also reviews the trends and factors that influence small-scale agriculture's economics, and provides an overview of produce marketing in the U.S. The training manual is designed for – •Instructors at college and universities, agriculture organizations, farm-training programs, apprenticeship programs •Agricultural extension personnel •Farmers with interns •Growers, teachers, and organizers at urban farms, community gardens, and food projects with direct-marketing outlets This instructor's resource features class and field demonstration outlines, trainee exercises, and resource materials, with a focus on CSA. The manual can be used in a classroom setting or adapted for other training formats, such as short courses, conferences, and field days.