Mar
ketin
g, Sales, and Services
Marketing Professional Sales
Entrepreneurship/Self-Employment
California Career Technical Education Model Curriculum Standards
Table of ContentsMarketing, Sales, and Services
Overview ............................................................................................................................................ iii
California Standards for Career Ready Practice ........................................................................... vi
Sector Description .............................................................................................................................1
Knowledge and Performance Anchor Standards ............................................................................2
1.0 Academics ..........................................................................................................................................2
2.0 Communications ...............................................................................................................................2
3.0 Career Planning and Management ..............................................................................................2
4.0 Technology .........................................................................................................................................3
5.0 Problem Solving and Critical Thinking .......................................................................................3
6.0 Health and Safety ............................................................................................................................3
7.0 Responsibility and Flexibility ........................................................................................................4
8.0 Ethics and Legal Responsibilities .................................................................................................4
9.0 Leadership and Teamwork ..............................................................................................................5
10.0 Technical Knowledge and Skills ....................................................................................................5
11.0 Demonstration and Application ...................................................................................................6
Pathway Standards ............................................................................................................................7
A. Marketing Pathway .............................................................................................................................7
B. Professional Sales Pathway ............................................................................................................ 11
C. Entrepreneurship/Self-Employment Pathway ............................................................................13
Academic Alignment Matrix ..........................................................................................................16
Contributors .....................................................................................................................................29
References ........................................................................................................................................30
MSS | California Career Technical Education Model Curriculum Standardsii
Overview
The Career Technical Education (CTE) Model Curriculum Standards publication is organized for use as a complete document or for access to individual industry sectors and pathways. The document includes Standards for Career Ready Practice—which describe the knowledge and skills that students need prior to entering a career technical education program—as part of the career technical educa-tion sequence or as integrated elements of other course work in preparation for careers and college.
Each of the 15 industry sector sections includes a description, anchor standards, pathway standards, and an academic alignment matrix. The standards can be adjusted to be part of the curriculum (grades seven through twelve), provided through adult education, or included in community col-lege programs. The document also lists the representatives who participated in each sector’s content development and the references that were consulted to revise the CTE standards.
Standards for Career Ready PracticeCalifornia’s Standards for Career Ready Practice, which follow this overview, are based on the Career Ready Practices of the Common Career Technical Core (CCTC), a state-led initiative sponsored by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc):
Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. (NASDCTEc 2012, 2)
California’s 12 Standards for Career Ready Practice align with the state’s CTE anchor standards and reflect the expectations from business and industry, labor and community organizations, and second-ary and postsecondary education representatives from 42 participating states.
Anchor StandardsThe 11 anchor standards build on the Standards for Career Ready Practice and are common across the 15 industry sectors. Content for these standards was drawn from several documents: “Preparing Students for the 21st Century Economy” (American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills 2010); How Should Colleges Prepare Students to Succeed in Today’s Global Economy? (Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006); “Importance of Skills and Knowledge for College and Career Readiness,” from The MetLife Survey of the American Teacher: Preparing Students for College and Careers (MetLife, Inc. 2011); and Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board et al. 2006).
Each anchor standard is followed by performance indicators using action verbs from the Beyond Knowledge Construct, presented in a hierarchical progression of simple tasks to more complex tasks. Performance indicators provide guidance for curriculum design and standards measurement.
|Marketing, Sales, and Services MSS iii
MSS | California Career Technical Education Model Curriculum Standards
The industry-sector anchor standards have been customized with selected additions to better reflect the needs and special conditions of each industry sector.
Anchor Standard 1 (Academics) guides users to sector-specific core academic standards related to each industry sector, which are listed in the alignment matrix at the end of each sector section. Anchor standards 2–10 are deliberately aligned with one of the Common Core English language arts standards, using similar language demonstrating the natural connections between the two subjects. Anchor Standard 11 (Demonstration and Application) highlights classroom, laboratory, and workplace learning specific to the individual sector and pathways.
Pathway StandardsAll 15 industry sectors contain multiple pathways. In order to be identified and listed for an industry sector, each pathway had to meet the following criteria:
• unique to an industry sector
• has an occupational focus
• consistent in size and scope
• composed of similar functions
• inclusive of all aspects of the industry
• includes 8–12 pathway-specific standards
• demonstrates sequence potential
• reasonable and appropriate for high school
• leads to high-skill, high-wage, or high-demand jobs
• sustainable and viable over the next 10 years
Academic Alignment MatrixEach sector includes an academic alignment matrix that displays where a natural, obvious alignment occurs. Compiled by five teams of academic content experts in collaboration with industry-sector consultants, teachers, and other advisers, the alignment was selected if it was determined that the pathway standard would enhance, reinforce, or provide an application for a specific academic subject standard.
The alignment matrices include the subjects of Common Core English language arts and mathemat-ics standards, history/social studies standards, and Next Generation Science Core Ideas. To assist with further review and implementation, each academic alignment is notated with specific pathway standards codes.
iv
Marketing, Sales, and Services | MSS
ImplementationThe Standards for Career Ready Practice can be integrated with a course or incorporated into several courses over multiple school years (grades seven through twelve). The practices are expectations for all students, whether they are enrolled in a CTE program or following a more generalized course sequence. It is expected that all students who exit high school will be proficient in these practices.
The anchor standards are the basis for each of the pathways within each sector. These standards are designed to assist with the development of course curricula and instructional lesson plans; they describe what is to be taught and measured. In most cases, the teacher determines the sequence and strategies to be used to meet the needs of the student population he or she is serving.
The performance indicators that follow each standard offer guidance for both course design and student assessment. They are intended to guide course work as it is developed. The pathways organize the standards with a career focus, but they are not designed to be offered as single courses. Rather, the standards from each pathway are collected and organized into a sequence of learning. To meet local demands of business and industry and particular student populations, standards can be collected from more than one sector to create a course.
Using the academic alignment matrices as a resource, academic and CTE teachers can see where enhancements and support for both sets of standards can be initiated. CTE teachers can quickly iden-tify academic standards that have a substantial relationship to their instruction. Likewise, academic teachers can specify individual academic standards and quickly identify related CTE standards, which will assist them in incorporating application and technology in their curricula and lessons.
The CTE Model Curriculum Standards are intended to serve the entire education community—from middle schools and high schools to postsecondary colleges and career training programs. A major aim of these standards is to prepare students for postsecondary education and training and to help them make a smooth transition into the workforce. In order for both the people and the economy of Cali-fornia to prosper, it is essential for all students to emerge from schools ready to pursue their career and college goals. Equipping all high school students with the knowledge and skills necessary to plan and manage their education and careers throughout their lives will help to guarantee these important outcomes. Strong CTE programs will continue to provide important educational opportunities to assist students as they pursue their dreams and strive for economic prosperity. The CTE Model Curriculum Standards are a resource for educators and the business world for ensuring high-quality CTE learning experiences and improved student outcomes in the twenty-first-century economy.
v
MSS | California Career Technical Education Model Curriculum Standards
California Standards for Career Ready Practice
Standards for Career Ready Practice describe the fundamental knowledge and skills that a career-ready student needs in order to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a CTE program of study, a par-ticular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource to CTE and academic teachers designing curricula and lessons in order to teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.
1. Apply appropriate technical skills and academic knowledge.Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calcu-lating measures, and other work-related practices.
2. Communicate clearly, effectively, and with reason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listen-ers who speak clearly and with purpose, and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.
3. Develop an education and career plan aligned with personal goals.Career-ready individuals take personal ownership of their own educational and career goals and man-age their individual plan to attain these goals. They recognize the value of each step in the educa-tional and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work envi-ronment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.
4. Apply technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquir-ing and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.
vi
Marketing, Sales, and Services | MSS vii
5. Utilize critical thinking to make sense of problems and persevere in solving them.Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.
6. Practice personal health and understand financial literacy.Career-ready individuals understand the relationship between personal health and workplace per-formance. They contribute to their personal well-being through a healthy diet, regular exercise, and mental health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.
7. Act as a responsible citizen in the workplace and the community.Career-ready individuals understand the obligations and responsibilities of being a member of a com-munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.
8. Model integrity, ethical leadership, and effective management.Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on produc-tivity, morale, and organizational culture.
9. Work productively in teams while integrating cultural and global competence.Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interac-tion. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.
10. Demonstrate creativity and innovation.Career-ready individuals recommend ideas that solve problems in new and different ways and con-tribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.
MSS | California Career Technical Education Model Curriculum Standards
11. Employ valid and reliable research strategies.Career-ready individuals employ research practices to plan and carry out investigations, create solu-tions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.
12. Understand the environmental, social, and economic impacts of decisions.Career-ready individuals understand the interrelated nature of their actions and regularly make deci-sions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization.
Note: As stated previously, California’s Standards for Career Ready Practice are based on the CCTC Career Ready Practices posted at https://careertech.org/ (accessed June 8, 2016).
viii
Marketing, Sales, and Services | MSS
Marketing, Sales, and Services
Sector DescriptionThe Marketing, Sales, and Services sector is designed to align career-path course
work with current and projected employment opportunities. There is a basic
business foundation in this sector: marketing and innovation are two major
competitive issues for business today. Marketing includes the processes and
techniques of identifying, promoting, and transferring products or services
to consumers and is a function of almost every business. It exists within an
environment of rapidly changing technology, interdependent nations and
economies, and increasing demands for ethical and social responsibility.
The three pathways in this sector (Marketing, Professional Sales, and
Entrepreneurship/Self-Employment) emphasize training to meet the growing
need for marketing professionals with skills in communication, small business,
self-employment, advertising, marketing strategies, product and service
management, and promotion and selling concepts. These pathways provide
a firm foundation for advanced education, entry to a career, and success in the
global marketplace. All industry sectors include entrepreneurship and marketing,
and therefore students in the Marketing, Sales, and Services sector have
a variety of career options.
1
MSS | California Career Technical Education Model Curriculum Standards
Marketing, Sales, and ServicesKnowledge and Performance Anchor Standards
1.0 AcademicsAnalyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the Marketing, Sales, and Services academic alignment matrix for identification of standards.
2.0 CommunicationsAcquire and accurately use Marketing, Sales, and Services sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. (Direct alignment with LS 9-10, 11-12.6)
2.1 Recognize the elements of communication using a sender–receiver model.
2.2 Identify barriers to accurate and appropriate communication.
2.3 Interpret verbal and nonverbal communications and respond appropriately.
2.4 Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.
2.5 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
2.6 Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.
3.0 Career Planning and ManagementIntegrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. (Direct alignment with SLS 11-12.2)
3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.
3.2 Evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success.
3.3 Explore how information and communication technologies are used in career planning and decision making.
3.4 Research the scope of career opportunities available and the requirements for education, training, certification, and licensure.
3.5 Integrate changing employment trends, societal needs, and economic conditions into career planning.
3.6 Recognize the role and function of professional organizations, industry associations, and organized labor in a productive society.
3.7 Recognize the importance of small business in the California and global economies.
3.8 Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates.
3.9 Develop a career plan that reflects career interests, pathways, and postsecondary options.
2
Marketing, Sales, and Services | MSS
4.0 TechnologyUse existing and emerging technology to investigate, research, and produce products and services, including new information, as required in the Marketing, Sales, and Services sector workplace environment. (Direct alignment with WS 11-12.6)
4.1 Use electronic reference materials to gather information and produce products and services.
4.2 Employ Web-based communications responsibly and effectively to explore complex systems and issues.
4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.
4.4 Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources.
4.5 Research past, present, and projected technological advances as they impact a particular pathway.
4.6 Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.
5.0 Problem Solving and Critical ThinkingConduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the Marketing, Sales, and Services sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. (Direct alignment with WS 11-12.7)
5.1 Identify and ask significant questions that clarify various points of view to solve problems.
5.2 Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.
5.3 Use systems thinking to analyze how various components interact with each other to produce outcomes in a complex work environment.
5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.
6.0 Health and SafetyDemonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domain-specific words and phrases as related to the Market-ing, Sales, and Services sector workplace environment. (Direct alignment with RSTS 9-10, 11-12.4)
6.1 Locate and adhere to Material Safety Data Sheet (MSDS) instructions.
6.2 Interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities.
6.3 Use health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies.
6.4 Practice personal safety when lifting, bending, or moving equipment and supplies.
3
MSS | California Career Technical Education Model Curriculum Standards
6.5 Demonstrate how to prevent and respond to work-related accidents or injuries; this includes demonstrating an understanding of ergonomics.
6.6 Maintain a safe and healthful working environment and practice risk management to ensure security and to prevent loss of property.
6.7 Be informed of laws/acts pertaining to the Occupational Safety and Health Administration (OSHA).
7.0 Responsibility and FlexibilityInitiate and participate in a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the Marketing, Sales, and Services sector workplace environment and community settings. (Direct alignment with SLS 9-10, 11-12.1)
7.1 Recognize how financial management impacts the economy, workforce, and community.
7.2 Explain the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
7.3 Understand the need to adapt to changing and varied roles and responsibilities.
7.4 Practice time management and efficiency to fulfill responsibilities.
7.5 Apply high-quality techniques to product or presentation design and development.
7.6 Demonstrate knowledge and practice of responsible financial management.
7.7 Demonstrate the qualities and behaviors that constitute a positive and professional work demeanor, including appropriate attire for the profession.
7.8 Explore issues of global significance and document the impact on the Marketing, Sales, and Services sector.
8.0 Ethics and Legal ResponsibilitiesPractice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organiza-tional norms. (Direct alignment with SLS 11-12.1d)
8.1 Access, analyze, and implement quality assurance standards of practice.
8.2 Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Marketing, Sales, and Services industry sector.
8.3 Demonstrate ethical and legal practices consistent with Marketing, Sales, and Services sector workplace standards.
8.4 Demonstrate the importance of truthfulness, honesty, and quality in the Marketing, Sales, and Services sector.
8.5 Explain the importance of personal integrity, confidentiality, and ethical behavior in the workplace.
8.6 Analyze organizational culture and practices within the workplace environment.
4
Marketing, Sales, and Services | MSS
8.7 Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.
8.8 Conform to rules and regulations regarding sharing of confidential information, as determined by Marketing, Sales, and Services sector laws and practices.
9.0 Leadership and TeamworkWork with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution as practiced in the DECA career technical student organization. (Direct alignment with SLS 11-12.1b)
9.1 Define leadership and identify the responsibilities, competencies, and behaviors of successful leaders.
9.2 Identify the characteristics of successful teams, including leadership, cooperation, collabora-tion, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.
9.3 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace setting.
9.4 Explain how professional associations and organizations and associated leadership develop-ment and competitive career development activities enhance academic preparation, promote career choices, and contribute to employment opportunities.
9.5 Understand that the modern world is an international community and requires an expanded global view.
9.6 Respect individual and cultural differences and recognize the importance of diversity in the workplace.
9.7 Participate in interactive teamwork to solve real Marketing, Sales, and Services sector issues and problems.
10.0 Technical Knowledge and SkillsApply essential technical knowledge and skills common to all pathways in the Marketing, Sales, and Services sector, following procedures when carrying out experiments or performing technical tasks. (Direct alignment with WS 11-12.6)
10.1 Interpret and explain terminology and practices specific to the Marketing, Sales, and Services sector.
10.2 Comply with the rules, regulations, and expectations of all aspects of the Marketing, Sales, and Services sector.
10.3 Construct projects and products specific to the Marketing, Sales, and Services sector requirements and expectations.
10.4 Collaborate with industry experts for specific technical knowledge and skills.
10.5 Integrate the marketing information management concepts, systems, and tools needed to obtain, evaluate, and disseminate information for use in making marketing decisions.
5
MSS | California Career Technical Education Model Curriculum Standards
10.6 Employ the financial concepts used in making marketing decisions.
10.7 Assess the product and service management concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunities.
10.8 Understand how promotion concepts and strategies including advertising, sales promotion, public relations, and personal selling, are used to communicate information about products, services, images, and ideas to achieve a desired outcome.
10.9 Illustrate the methods used to determine client needs and desires and respond with selling concepts including planned, personalized communication that influences purchase decisions and enhances future business opportunities.
10.10 Compare the distribution concepts and processes needed to move, store, locate, and transfer ownership of goods or services.
10.11 Apply the pricing concepts and strategies used to maximize return and meet customers’ perceptions of value.
10.12 Identify city, county, and state certificates and licensures required to conduct business.
10.13 Identify the techniques and strategies used to foster positive, ongoing relationships with customers and the importance of customer service to the business’ bottom line.
10.14 Employ the concepts, processes, and skills associated with identifying new ideas, opportunities, and methods and with creating or starting a new project or venture.
10.15 Communicate the economic principles and concepts fundamental to business operations and the importance of marketing in a global economy. (Economics)
11.0 Demonstration and ApplicationDemonstrate and apply the knowledge and skills contained in the Marketing, Sales, and Services anchor standards, pathway standards, and performance indicators in classroom, laboratory and workplace settings, and through the DECA career technical student organization.
11.1 Utilize work-based/workplace learning experiences to demonstrate and expand upon knowl-edge and skills gained during classroom instruction and laboratory practices specific to the Marketing, Sales, and Services sector program of study.
11.2 Demonstrate proficiency in a career technical pathway that leads to certification, licensure, and/or continued learning at the postsecondary level.
11.3 Demonstrate entrepreneurship skills and knowledge of self-employment options and innovative ventures.
11.4 Employ entrepreneurial practices and behaviors appropriate to Marketing, Sales, and Services sector opportunities.
11.5 Create a portfolio, or similar collection of work, that offers evidence through assessment and evaluation of skills and knowledge competency as contained in the anchor standards, pathway standards, and performance indicators.
6
Marketing, Sales, and Services | MSS
Marketing, Sales, and ServicesPathway Standards
A. Marketing PathwayUsing both creative and systems processes, develop marketing concepts and principles and their practical application in marketing and management. Subject matter includes market research, economics, marketing budgets, creative development and design, and marketing foundations/ functions with emphasis on public relations, advertising, branding, promotion, product/service management, pricing and distribution. Specialized programs of study in this field may include sports marketing, hospitality marketing, advertising or market research.
Sample occupations associated with this pathway:
Advertising Account Representative
Advertising Sales Manager
Market Research Analyst
Marketing Manager
Public Relations Specialist
A1.0 Demonstrate an understanding of business fundamentals, uses and application of technologies, communications, and basic management functions.
A1.1 Describe current business and marketing trends.
A1.2 Describe tools, techniques, systems used to plan, staff, lead and organize in human resources.
A1.3 Explain the role of business and society.
A1.4 Compare and contrast advantages and disadvantages of business ownership.
A1.5 Evaluate governmental and trade regulations affecting business and marketing efforts.
A1.6 Explore ways technology impacts business competitiveness.
A1.7 Examine management styles and the role of management in marketing.
A1.8 Assess the importance of leadership and management in the multicultural environment.
A1.9 Use digital and graphic design in creation of advertising.
A2.0 Demonstrate an understanding of basic economic concepts, economic systems, cost-profit relationships, economic indicators and trends, as well as international concepts.
A2.1 Describe the nature of current economic problems and challenges.
A2.2 Explain the concept of economic resources.
A2.3 Explain the principles of supply and demand.
A2.4 Explain the role of profit as an incentive in a market economy.
A2.5 Determine forms of economic utility created by marketing activities.
A2.6 Determine factors affecting business risk.
A2.7 Examine the causal relationship between scarcity and choices.
A2.8 Distinguish between economic goods and services.
7
MSS | California Career Technical Education Model Curriculum Standards
A2.9 Explore the relationship of government and business.
A2.10 Compare and contrast various economic systems.
A2.11 Analyze the impact of organized labor and/or divisions of labor on productivity.
A2.12 Measure current economic conditions.
A2.13 Assess the impact of cultural and social environments on world trade and marketing.
A3.0 Demonstrate the importance of legal, ethical and financial issues in business marketing decisions.
A3.1 Describe sources for financing businesses.
A3.2 Describe the use of technology in the financing function.
A3.3 Define the significance of ethical behavior in the workplace.
A3.4 Explain the nature and scope of financing.
A3.5 Identify and analyze the risks associated with obtaining business credit.
A3.6 Examine legal issues affecting business such as trade, environmental, personnel, truth in advertising, and workplace regulations.
A3.7 Analyze the critical relationships between the banking and marketing industries.
A4.0 Implement the concepts, systems, and tools needed to gather, access, synthesize, evaluate, and disseminate information for use in making business marketing decisions.
A4.1 Identify considerations in planning and implementing marketing strategies.
A4.2 Demonstrate the role of technology in marketing information systems.
A4.3 Explain the nature of sales forecasting.
A4.4 Explain why beginning with quality market research is more likely to ensure success.
A4.5 Assess marketing information needs.
A4.6 Compare and contrast tools for conducting and analyzing marketing research.
A4.7 Analyze the role of ethics as it relates to marketing information management.
A4.8 Assess global trends and opportunities.
A4.9 Conduct competitive analysis.
A4.10 Set a marketing budget.
A4.11 Develop a marketing campaign and write a marketing plan.
A5.0 Demonstrate an understanding of the nature and scope of the product/service management function, quality assurance, product mix, positioning, and other market product considerations.
A5.1 Explain the nature and scope of product/service management.
A5.2 Demonstrate an understanding of the importance of ensuring quality of products and services.
A5.3 Assess the needs of product/service management.
8
Marketing, Sales, and Services | MSS
A5.4 Evaluate the types of product/service management.
A5.5 Evaluate the importance of the product mix.
A5.6 Analyze factors marketers use to position products and businesses such as branding, packaging, labeling, legal considerations, product life cycle and management techniques for each level of the life cycle, purchasing functions.
A5.7 Analyze how creativity, compelling communication and design, positioning, and target marketing effectively reach customers.
A6.0 Demonstrate an understanding of the concepts and processes needed to move, store, locate, and/or transfer ownership of goods and services.
A6.1 Recognize the logistics of product delivery and importing and exporting products and services.
A6.2 Determine the uses of information systems in the order fulfillment process.
A6.3 Determine the effects of government regulations on stock handling techniques and warehousing.
A6.4 Explore the functions of the shipping and receiving process in the success of the distribution function.
A6.5 Explain the nature of channel member relationships.
A6.6 Evaluate legal and ethical considerations in the distribution process.
A6.7 Evaluate the types of inventory controls.
A6.8 Predict how customer service relationships can affect the distribution process.
A7.0 Demonstrate an understanding of product and institutional promotion through advertis-ing, publicity/public relations, promotional sales, and e-commerce, using product, services, images, and ideas to achieve a desired outcome.
A7.1 Describe the types of promotion.
A7.2 Recognize legal and ethical considerations in promotion.
A7.3 Understand important promotional strategies for communicating information about products, services, images, and ideas in an e-commerce environment.
A7.4 Explain the role of promotion.
A7.5 Explain the importance of public relations.
A7.6 Summarize the effectiveness of different types of advertising media.
A7.7 Coordinate activities in the promotional plan.
A7.8 Differentiate between publicity, public relations and advertising.
A7.9 Discern between the major types of sales promotion.
A7.10 Assess the importance of and differences between the creative processes and the management processes involved in marketing.
9
MSS | California Career Technical Education Model Curriculum Standards
A8.0 Demonstrate an understanding of the process of establishing and communicating the value or cost of goods and services, the nature and scope of pricing concepts, and the strategies and outcomes of pricing.
A8.1 Understand the nature, scope and factors affecting the pricing function.
A8.2 Develop a foundational knowledge of pricing to understand its role in the marketing.
A8.3 Explain the role of business ethics and legal considerations in pricing as well as the importance of a reputation for honesty in communication and for quality products.
A8.4 Connect the use of technology in the pricing function.
A8.5 Employ pricing strategies to determine prices.
10
Marketing, Sales, and Services | MSS
Marketing, Sales, and ServicesPathway Standards
B. Professional Sales PathwayDevelop knowledge and skills in the theory and practice of sales designed to provide a professional foundation to those involved in personal selling careers, including the fundamentals of personal selling with an emphasis on customer behavior, persuasive presentation of ideas, products and services, and developing sales goals.
Sample occupations associated with this pathway:
Customer Service Representative
Retail Salesperson
Sales Manager
Real Estate Broker
Fashion buyer
B1.0 Understand the interrelationships between economic and marketing concepts and selling.
B1.1 Define the role of selling in the national economy.
B1.2 Determine economic indicators that affect selling.
B1.3 Evaluate the impact of the international economic climate and international trade on selling.
B2.0 Analyze and evaluate legal, moral, and ethical issues affecting selling and sales management.
B2.1 Identify legal aspects of sales contracts and warranties.
B2.2 Recognize legal aspects of standardization, grading, and labeling options.
B2.3 Understand legal aspects pertaining to advertising and pricing.
B2.4 Analyze ethical responsibilities in relationships with sales personnel, customer/clients, competitors, and vendors.
B3.0 Analyze customer/client behavior in the selling process.
B3.1 Define and predict buying motives in the customer’s decision-making process.
B3.2 Differentiate between each stage of the customer buying process.
B3.3 Explain the importance of customer service and explain communication techniques.
B3.4 Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue.
B3.5 Resolve contradictions when possible.
B3.6 Determine what additional information and/or research is required to deepen the investigation or complete the task.
B3.7 Defend why quality customer service translates into a competitive edge in marketing efforts.
11
MSS | California Career Technical Education Model Curriculum Standards
B4.0 Understand the nature and scope of the functions associated with personal and business sales strategies, product knowledge, support activities, and management of selling techniques.
B4.1 Explain the main characteristics of a successful salesperson including; listening, verbal and written communication skills, product knowledge, customer connection, trust worthiness, and power of persuasion.
B4.2 Demonstrate steps of sales and techniques used in the selling process.
B4.3 Apply techniques used by salespeople to enhance selling potential and customer satisfaction.
B4.4 Compare and contrast selling strategies for wholesale and retail environments.
B4.5 Differentiate between each stage of the customer buying process.
B4.6 Obtain and analyze product and service information to facilitate the selling process.
B5.0 Examine different types of sales pathways.
B5.1 Compare retail and wholesale sales methods.
B5.2 Discuss telemarketing sales techniques.
B5.3 Examine Internet sales.
B6.0 Analyze the support activities of sales staff and management.
B6.1 Assess the responsibilities of building, training, and evaluating a sales staff.
B6.2 Examine methods of compensation for a sales staff.
B7.0 Complete a strategic plan that includes establishing individual and company sales goals to guide the activities of the sales staff.
B7.1 Apply methods for motivating and evaluating sales staff.
B7.2 Practice various approaches for organizing a sales staff and leading a sales force to maximize effectiveness.
B7.3 Track sales figures, and prepare sales reports to analyze sales in relation to a sales plan.
B8.0 Access and use marketing information to enhance sales opportunities and activities.
B8.1 Identify sources of demographic data for sales and business planning.
B8.2 Use personal sales information to guide business activities.
B8.3 Analyze and use data to identify potential customers and locations for business expansion.
B8.4 Track consumer spending trends, and analyze data to forecast sales, predict economic conditions, and guide business activities.
B8.5 Research consumers’ needs and wants to identify product/service gaps and to develop, maintain, and improve, products and services.
12
Marketing, Sales, and Services | MSS
Marketing, Sales, and ServicesPathway Standards
C. Entrepreneurship/Self-Employment PathwayDevelop knowledge and skills common to entrepreneurs and entrepreneurship, including the human characteristics vital for entrepreneurial thinking in a twenty-first-century global world. Entrepre-neurial thinking may be applied to all industry sectors. The performance indicators provide business knowledge and skills required for entrepreneurs, as well as intangible skills and knowledge such as creativity and innovation skills.
Sample occupations associated with this pathway:
Business Owner
Consultant
Insurance Broker
Meeting/Event Planner
Travel Agent
C1.0 Define the role the entrepreneur plays in the free-enterprise system.
C1.1 Understand the role and importance of entrepreneurship and small business in the economy.
C1.2 Understand the part government plays in the free-enterprise system and its impact on small businesses.
C1.3 Know how scarcity and allocation affect small businesses.
C1.4 Demonstrate the relationship between supply and demand and pricing and production.
C1.5 Evaluate the importance of economic measurements and the factors used to calculate it.
C1.6 Explore the impact of cultural and social environments on global trade.
C2.0 Analyze the development of successful personal entrepreneurial traits.
C2.1 Define and identify the following entrepreneurial characteristics: adaptability, competi-tiveness, confidence, discipline, perseverance, vision and risk taking.
C2.2 Analyze strengths and weaknesses of self in terms of entrepreneurial success.
C2.3 Deconstruct the reasons for success of key entrepreneurs.
C2.4 Explore the rationale of why, historically, the United States and California have been leaders in innovation and small-business ventures.
C3.0 Understand the basic aspects of entrepreneurship.
C3.1 Know the risk management principles associated with small-business ownership.
C3.2 Compare the different types of business ownership and the advantages and disadvan-tages of owning and managing a small business.
C3.3 Understand differentiation and creating a unique product/service.
C3.4 Examine current trends that provide both domestic and global opportunities for entrepreneurs.
13
MSS | California Career Technical Education Model Curriculum Standards
C3.5 Identify and analyze ethical and social responsibilities of a successful small business.
C3.6 Analyze a proposed business situation and its potential market.
C3.7 Compare and contrast starting a new business versus buying an existing business.
C4.0 Develop creative and innovative thinking skills that apply to entrepreneurship and the products/services created.
C4.1 Define terms to develop the creative process such as originality, flexibility, brain storming, modification, associative and metaphorical thinking.
C4.2 Develop creative thinking in order to stimulate curiosity and promote divergence.
C4.3 Defend why failure is an opportunity to learn and to understand that creativity and innovation are a long-term and cyclical process of successes and mistakes.
C4.4 Explore recognized creative-minded individuals and their products and services.
C4.5 Defend why competitiveness depends on innovation.
C4.6 Create and design potential innovative twenty-first-century products and services.
C5.0 Evaluate leadership styles and management functions for the small business.
C5.1 Describe how cultural/ethnic/generational differences affect interpersonal interactions/ communications within a business structure.
C5.2 Define the four management functions: planning, organizing, staffing, and controlling.
C5.3 Compare and contrast leadership styles and characteristics.
C5.4 Distinguish the roles of support staff, supervisors, and managers in achieving financial goals.
C6.0 Demonstrate an understanding of the elements and purpose of business and strategic planning in entrepreneurship.
C6.1 Identify and explain the components of a business plan.
C6.2 Define terms necessary for creating a business plan such as return on investment, target markets, and demographics.
C6.3 Conduct market research by using a variety of methods.
C6.4 Compare and contrast sample business plans, identifying strengths and weaknesses.
C6.5 Synthesize all elements into an original business plan.
C7.0 Identify strategies for business startup and growth.
C7.1 Identify mission and purpose.
C7.2 Identify factors for business expansion.
C7.3 Develop core values.
C7.4 Develop a vision statement.
C7.5 Evaluate advantages and disadvantages of business locations.
14
Marketing, Sales, and Services | MSS
C7.6 Assess barriers to startup.
C7.7 Create an exit strategy.
C8.0 Understand financial planning, reports, and projections.
C8.1 Identify startup costs.
C8.2 Understand the relationship between supply and demand and pricing and production.
C8.3 Research sources of capital.
C8.4 Formulate pricing strategies for goods and services for a small business.
C8.5 Project annual and monthly business income and expenses.
C8.6 Calculate financial projection sales, income, expenses, and taxes.
C8.7 Construct a financial plan.
C9.0 Understand effective marketing of a small business.
C9.1 Identify target markets, competition, and customer profiles.
C9.2 Know the components of a promotional plan (e.g., advertising, public relations, sales promotion) and how the plan is used to achieve a stated outcome.
C9.3 Identify the selling techniques used to aid customers and clients in making buying decisions.
C9.4 Understand how products and services are conceived, developed, maintained, and improved.
C9.5 Use market research to develop strategies for marketing products or services in a small business.
C9.6 Create an effective marketing plan including current social media, viral marketing, and other technologies.
C10.0 Identify and evaluate technology used by entrepreneurs.
C10.1 Examine the effect of technology in a small business for a multichannel approach.
C10.2 Explore technology related to global commerce—cultural differences, foreign currencies, and logistics.
C11.0 Understand the role of human resources in a successful small business.
C11.1 Identify the role of human resources in selection, training, and evaluation of employees.
C11.2 Identify government regulations (federal, state, and local) that affect small business.
C11.3 Recognize various types of taxes that affect a small business.
C11.4 Understand policies and laws regarding harassment, nondiscrimination, and safety.
C11.5 Develop job descriptions.
C11.6 Plan compensation and benefit options.
15
MSS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
En
trep
rene
ursh
ip a
nd
Sale
sSe
lf-Em
ploy
men
t
ENGL
ISH
LAN
GUAG
E A
RTS
Lang
uage
Sta
ndar
ds –
LS
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
11-1
2.1.
Dem
onst
rate
com
man
d of
the
con
vent
ions
of s
tand
ard
Engl
ish
gram
mar
and
usa
ge w
hen
A1.0
, A2.
0, A
3.0,
B3
.0, B
4.0,
B5.
0,
C2.0
, C3.
0, C
4.0,
C5.
0,
writ
ing
or s
peak
ing.
A4.0
, A5.
0, A
6.0,
B7
.0C6
.0, C
7.0,
C9.
0, C
11.0
A7.0
, A8.
0
11-1
2.2.
Dem
onst
rate
com
man
d of
the
con
vent
ions
of s
tand
ard
Engl
ish
capi
taliz
atio
n,
C4.0
, C6.
0, C
7.0,
C9.
0,
A4.0
, A7.
0B7
.0pu
nctu
atio
n, a
nd s
pelli
ng w
hen
writ
ing.
C11.
0
11-1
2.3.
App
ly k
now
ledg
e of
lang
uage
to
unde
rsta
nd h
ow la
ngua
ge f
unct
ions
in d
iffe
rent
con
text
s,
to m
ake
effe
ctiv
e ch
oice
s fo
r mea
ning
or s
tyle
, and
to
com
preh
end
mor
e fu
lly w
hen
read
ing
or
A4.0
, A7.
0B7
.0C9
.0, C
11.0
liste
ning
.
11-1
2.4.
Det
erm
ine
or c
larif
y th
e m
eani
ng o
f unk
now
n an
d m
ultip
le-m
eani
ng w
ords
and
phr
ases
A1
.0, A
5.0
B2.0
, B3.
0, B
8.0
C5.0
, C6.
0ba
sed
on g
rade
s 11–
12 re
adin
g an
d co
nten
t, ch
oosi
ng fl
exib
ly f
rom
a r
ange
of s
trat
egie
s.
11-1
2.5.
Dem
onst
rate
und
erst
andi
ng o
f figu
rativ
e la
ngua
ge, w
ord
rela
tions
hips
, and
nua
nces
in
A4.0
, A7.
0B7
.0C7
.0, C
9.0,
C11
.0w
ord
mea
ning
s.
11-1
2.6.
Acq
uire
and
acc
urat
ely
use
gene
ral a
cade
mic
and
dom
ain-
spec
ific
wor
ds a
nd p
hras
es
A1.0
, A2.
0, A
3.0,
su
ffici
ent
for r
eadi
ng, w
ritin
g, s
peak
ing,
and
list
enin
g at
the
col
lege
and
car
eer r
eadi
ness
leve
l; B3
.0, B
4.0,
B5.
0,
C2.0
, C3.
0, C
4.0,
C5.
0,
A4.0
, A5.
0, A
6.0,
de
mon
stra
te in
depe
nden
ce in
gat
herin
g vo
cabu
lary
kno
wle
dge
whe
n co
nsid
erin
g a
wor
d or
phr
ase
B7.0
C6.0
, C7.
0, C
9.0,
C11
.0A7
.0, A
8.0
impo
rtan
t to
com
preh
ensi
on o
r exp
ress
ion.
Read
ing
Stan
dard
s fo
r In
form
atio
nal T
ext
– RS
IT (
Stan
dard
Are
a, G
rade
Lev
el,
Stan
dard
#)
11-1
2.3.
Ana
lyze
a c
ompl
ex s
et o
f ide
as o
r seq
uenc
e of
eve
nts
and
expl
ain
how
spe
cific
C1
.0, C
2.0,
C4.
0, C
6.0,
A1
.0, A
2.0,
A3.
0B7
.0in
divi
dual
s, id
eas,
or e
vent
s in
tera
ct a
nd d
evel
op o
ver t
he c
ours
e of
the
tex
t.C9
.0
11-1
2.4.
Det
erm
ine
the
mea
ning
of w
ords
and
phr
ases
as
they
are
use
d in
a t
ext,
incl
udin
g fig
ura-
tive,
con
nota
tive,
and
tec
hnic
al m
eani
ngs;
ana
lyze
how
an
auth
or u
ses
and
refin
es t
he m
eani
ng o
f A1
.0, A
3.0,
A6.
0,
B2.0
, B7.
0C6
.0, C
11.0
a ke
y te
rm o
r ter
ms
over
the
cou
rse
of a
tex
t (e
.g.,
how
Mad
ison
defi
nes
fact
ion
in F
eder
alis
t No.
A7
.010
). (S
ee g
rade
11/
12 L
angu
age
stan
dard
s 4-
6 on
pag
e 46
for
add
ition
al e
xpec
tatio
ns.)
11-1
2.5.
Ana
lyze
and
eva
luat
e th
e ef
fect
iven
ess
of t
he s
truc
ture
an
auth
or u
ses
in h
is o
r her
exp
o-A3
.0, A
7.0
B7.0
sitio
n or
arg
umen
t, in
clud
ing
whe
ther
the
str
uctu
re m
akes
poi
nts
clea
r, co
nvin
cing
, and
eng
agin
g.
16
Marketing, Sales, and Services | MSS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
En
trep
rene
ursh
ip a
nd
Sale
sSe
lf-Em
ploy
men
t
Read
ing
Stan
dard
s fo
r In
form
atio
nal T
ext
– RS
IT (
Stan
dard
Are
a, G
rade
Lev
el,
Stan
dard
#)
(con
tinue
d)11
-12.
6. D
eter
min
e an
aut
hor’s
poi
nt o
f vie
w o
r pur
pose
in a
tex
t in
whi
ch t
he r
heto
ric is
par
ticu-
larly
eff
ectiv
e, a
naly
zing
how
sty
le a
nd c
onte
nt c
ontr
ibut
e to
the
pow
er, p
ersu
asiv
enes
s, o
r bea
uty
B7.0
of t
he t
ext.
11-1
2.7.
Inte
grat
e an
d ev
alua
te m
ultip
le s
ourc
es o
f inf
orm
atio
n pr
esen
ted
in d
iffe
rent
med
ia o
r A1
.0, A
2.0,
A3.
0,
B1.0
, B2.
0, B
4.0,
C1
.0, C
2.0,
C4.
0, C
6.0,
fo
rmat
s (e
.g.,
visu
ally
, qua
ntita
tivel
y) a
s w
ell a
s in
wor
ds in
ord
er t
o ad
dres
s a
ques
tion
or s
olve
a
A6.0
B5.0
, B6.
0, B
8.0
C9.0
, C10
.0pr
oble
m.
Writ
ing
Stan
dard
s –
WS
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
11-1
2.1.
Writ
e ar
gum
ents
to
supp
ort
clai
ms
in a
n an
alys
is o
f sub
stan
tive
topi
cs o
r tex
ts, u
sing
B1
.0, B
2.0,
B3.
0,
valid
rea
soni
ng a
nd r
elev
ant
and
suffi
cien
t ev
iden
ce.
A4.0
, A6.
0, A
7.0
B4.0
, B5.
0, B
6.0,
C4
.0, C
6.0,
C9.
0, C
10.0
B7.0
, B8.
0
11-1
2.2.
Writ
e in
form
ativ
e/ex
plan
ator
y te
xts
to e
xam
ine
and
conv
ey c
ompl
ex id
eas,
con
cept
s, a
nd
B1.0
, B2.
0, B
3.0,
A1
.0, A
2.0,
A3.
0,
C1.0
, C2.
0, C
3.0,
C5.
0,
info
rmat
ion
clea
rly a
nd a
ccur
atel
y th
roug
h th
e ef
fect
ive
sele
ctio
n, o
rgan
izat
ion,
and
ana
lysi
s of
B4
.0, B
5.0,
B6.
0,
A5.0
, A7.
0C6
.0, C
7.0,
C8.
0, C
11.0
cont
ent.
B7.0
, B8.
0
11-1
2.3
Writ
e na
rrat
ives
to
deve
lop
real
or i
mag
ed e
xper
ienc
es o
r eve
nts
usin
g ef
fect
ive
tech
-B1
.0, B
2.0,
B3.
0,
niqu
e, w
ell-
chos
en d
etai
ls, a
nd w
ell-
stru
ctur
ed e
vent
seq
uenc
es.
A4.0
B4.0
, B5.
0, B
6.0,
B7
.0, B
8.0
11-1
2.4.
Pro
duce
cle
ar a
nd c
oher
ent
writ
ing
in w
hich
the
dev
elop
men
t, or
gani
zatio
n, a
nd s
tyle
are
A1
.0, A
2.0,
A3.
0,
C1.0
, C2.
0, C
3.0,
C4.
0,
appr
opria
te t
o ta
sk, p
urpo
se, a
nd a
udie
nce.
A4.0
, A5.
0, A
6.0,
B1
.0C5
.0, C
6.0,
C7.
0, C
8.0,
A7
.0C9
.0, C
10.0
, C11
.0
11-1
2.5.
Dev
elop
and
str
engt
hen
writ
ing
as n
eede
d by
pla
nnin
g, r
evis
ing,
edi
ting,
rew
ritin
g, o
r A1
.0, A
2.0,
A3.
0,
C1.0
, C2.
0, C
3.0,
C4.
0,
tryi
ng a
new
app
roac
h, f
ocus
ing
on a
ddre
ssin
g w
hat
is m
ost
sign
ifica
nt f
or a
spe
cific
pur
pose
and
A4
.0, A
5.0,
A6.
0,
B1.0
C5.0
, C6.
0, C
7.0,
C8.
0,
audi
ence
.A7
.0C9
.0, C
10.0
, C11
.0
11-1
2.6.
Use
tec
hnol
ogy,
incl
udin
g th
e In
tern
et, t
o pr
oduc
e, p
ublis
h, a
nd u
pdat
e in
divi
dual
or
A1.0
, A2.
0, A
3.0,
C1
.0, C
2.0,
C3.
0, C
4.0,
sh
ared
writ
ing
prod
ucts
in r
espo
nse
to o
ngoi
ng f
eedb
ack,
incl
udin
g ne
w a
rgum
ents
or i
nfor
ma-
A4.0
, A5.
0, A
6.0,
B1
.0C5
.0, C
6.0,
C7.
0, C
8.0,
tio
n.A7
.0C9
.0, C
10.0
, C11
.0
11-1
2.7.
Con
duct
sho
rt a
s w
ell a
s m
ore
sust
aine
d re
sear
ch p
roje
cts
to a
nsw
er a
que
stio
n (in
clud
ing
A1.0
, A2.
0, A
3.0,
C1
.0, C
2.0,
C3.
0, C
4.0,
a
self-
gene
rate
d qu
estio
n) o
r sol
ve a
pro
blem
; nar
row
or b
road
en t
he in
quir
y w
hen
appr
opria
te;
A4.0
, A5.
0, A
6.0,
B1
.0C5
.0, C
6.0,
C7.
0, C
8.0,
sy
nthe
size
mul
tiple
sou
rces
on
the
subj
ect,
dem
onst
ratin
g un
ders
tand
ing
of t
he s
ubje
ct u
nder
A7
.0C9
.0, C
10.0
, C11
.0in
vest
igat
ion.
17
MSS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
Sal
esEn
trep
rene
ursh
ip a
nd
Self-
Empl
oym
ent
Writ
ing
Stan
dard
s –
WS
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
(con
tinue
d)
11-1
2.8.
Gat
her r
elev
ant
info
rmat
ion
from
mul
tiple
aut
horit
ativ
e pr
int
and
digi
tal s
ourc
es, u
sing
ad
vanc
ed s
earc
hes
effe
ctiv
ely;
ass
ess
the
stre
ngth
s an
d lim
itatio
ns o
f eac
h so
urce
in t
erm
s of
A1
.0, A
2.0,
A3.
0,
C1.0
, C2.
0, C
3.0,
C4.
0,
the
task
, pur
pose
, and
aud
ienc
e; in
tegr
ate
info
rmat
ion
into
the
tex
t se
lect
ivel
y to
mai
ntai
n th
e A4
.0, A
5.0,
A6.
0,
B1.0
, B3.
0C5
.0, C
6.0,
C7.
0, C
8.0,
flo
w o
f ide
as, a
void
ing
plag
iaris
m a
nd o
verr
elia
nce
on a
ny o
ne s
ourc
e an
d fo
llow
ing
a st
anda
rd
A7.0
C9.0
, C10
.0, C
11.0
form
at f
or c
itatio
n in
clud
ing
foot
note
s an
d en
dnot
es.
11-1
2.9.
Dra
w e
vide
nce
from
lite
rary
or i
nfor
mat
iona
l tex
ts t
o su
ppor
t an
alys
is, r
eflec
tion,
and
A1
.0, A
2.0,
A3.
0,
C1.0
, C2.
0, C
3.0,
C4.
0,
rese
arch
.A4
.0, A
5.0,
A6.
0,
B1.0
, B3.
0C5
.0, C
6.0,
C7.
0, C
8.0,
A7
.0C9
.0, C
10.0
, C11
.0
Writ
ing
Stan
dard
s fo
r Li
tera
cy in
His
tory
/Soc
ial S
tudi
es, S
cien
ce, a
nd T
echn
ical
Su
bjec
ts –
WH
SST
(Sta
ndar
d A
rea,
Gra
de L
evel
, Sta
ndar
d #)
11-1
2.1.
Writ
e ar
gum
ents
foc
used
on
disc
iplin
e-sp
ecifi
c co
nten
t.A
2.0,
A3.
0, A
4.0
B3.0
C2.0
, C4.
0
11-1
2.3.
Inco
rpor
ate
narr
ativ
e el
emen
ts e
ffec
tivel
y in
to a
rgum
ents
and
info
rmat
ive/
expl
anat
ory
B3.0
text
s.
11-1
2.5.
Dev
elop
and
str
engt
hen
writ
ing
as n
eede
d by
pla
nnin
g, r
evis
ing,
edi
ting,
rew
ritin
g, o
r tr
ying
a n
ew a
ppro
ach,
foc
usin
g on
add
ress
ing
wha
t is
mos
t si
gnifi
cant
for
a s
peci
fic p
urpo
se
A2.
0, A
4.0
B4.0
, B7.
0C6
.0, C
7.0
and
audi
ence
.
11-1
2.6.
Use
tec
hnol
ogy,
incl
udin
g th
e In
tern
et, t
o pr
oduc
e, p
ublis
h, a
nd u
pdat
e in
divi
dual
or
shar
ed w
ritin
g pr
oduc
ts in
res
pons
e to
ong
oing
fee
dbac
k, in
clud
ing
new
arg
umen
ts o
r inf
orm
a-A4
.0, A
7.0
B4.0
, B5.
0, B
8.0
C6.0
, C8.
0tio
n.
11-1
2.7.
Con
duct
sho
rt a
s w
ell a
s m
ore
sust
aine
d re
sear
ch p
roje
cts
to a
nsw
er a
que
stio
n (in
clud
-in
g a
self-
gene
rate
d qu
estio
n) o
r sol
ve a
pro
blem
; nar
row
or b
road
en t
he in
quir
y w
hen
appr
o-A3
.0, A
4.0
C3.0
pria
te; s
ynth
esiz
e m
ultip
le s
ourc
es o
n th
e su
bjec
t, de
mon
stra
ting
unde
rsta
ndin
g of
the
sub
ject
un
der i
nves
tigat
ion.
11-1
2.8.
Gat
her r
elev
ant
info
rmat
ion
from
mul
tiple
aut
horit
ativ
e pr
int
and
digi
tal s
ourc
es, u
sing
ad
vanc
ed s
earc
hes
effe
ctiv
ely;
ass
ess
the
stre
ngth
s an
d lim
itatio
ns o
f eac
h so
urce
in t
erm
s of
the
spe
cific
tas
k, p
urpo
se, a
nd a
udie
nce;
inte
grat
e in
form
atio
n in
to t
he t
ext
sele
ctiv
ely
to
A4.0
B2.0
mai
ntai
n th
e flo
w o
f ide
as, a
void
ing
plag
iaris
m a
nd o
verr
elia
nce
on a
ny o
ne s
ourc
e an
d fo
llow
ing
a st
anda
rd f
orm
at f
or c
itatio
n.
18
Marketing, Sales, and Services | MSS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
En
trep
rene
ursh
ip a
nd
Sale
sSe
lf-Em
ploy
men
t
MAT
HEM
ATIC
S
Alge
bra
– A-
REI –
Rea
soni
ng w
ith
Equa
tion
s an
d In
equa
litie
s
Unde
rsta
nd so
lvin
g eq
uatio
ns a
s a p
roce
ss o
f rea
soni
ng a
nd e
xpla
in th
e re
ason
ing
1. E
xpla
in e
ach
step
in s
olvi
ng a
sim
ple
equa
tion
as f
ollo
win
g fr
om t
he e
qual
ity
of n
umbe
rs a
sser
ted
at
B6.0
, B7.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
the
prev
ious
ste
p, s
tart
ing
from
the
ass
umpt
ion
that
the
orig
inal
equ
atio
n ha
s a
solu
tion.
Con
stru
ct a
B8
.0C7
.0, C
8.0,
C9.
0, C
11.0
viab
le a
rgum
ent
to ju
stif
y a
solu
tion
met
hod.
2. S
olve
sim
ple
ratio
nal a
nd r
adic
al e
quat
ions
in o
ne v
aria
ble,
and
giv
e ex
ampl
es s
how
ing
how
ext
ra-
B6.0
, B7.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
neou
s so
lutio
ns m
ay a
rise.
B8.0
C7.0
, C8.
0, C
9.0,
C11
.0
Repr
esen
t and
solv
e eq
uatio
ns a
nd in
equa
litie
s gra
phic
ally
10. U
nder
stan
d th
at t
he g
raph
of a
n eq
uatio
n in
tw
o va
riabl
es is
the
set
of a
ll it
s so
lutio
ns p
lott
ed in
B6
.0, B
7.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
th
e co
ordi
nate
pla
ne, o
ften
for
min
g a
curv
e (w
hich
cou
ld b
e a
line)
.B8
.0C7
.0, C
8.0,
C9.
0, C
11.0
11. E
xpla
in w
hy t
he x
-coo
rdin
ates
of t
he p
oint
s w
here
the
gra
phs
of t
he e
quat
ions
y =
f(x
) and
y
= g(
x) in
ters
ect
are
the
solu
tions
of t
he e
quat
ion
f(x)
= g
(x);
find
the
solu
tions
app
roxi
mat
ely,
e.g
., B6
.0, B
7.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
us
ing
tech
nolo
gy t
o gr
aph
the
func
tions
, mak
e ta
bles
of v
alue
s, o
r find
suc
cess
ive
appr
oxim
atio
ns.
B8.0
C7.0
, C8.
0, C
9.0,
C11
.0In
clud
e ca
ses
whe
re f
(x) a
nd/o
r g(x
) are
line
ar, p
olyn
omia
l, ra
tiona
l, ab
solu
te v
alue
, exp
onen
tial,
and
loga
rithm
ic f
unct
ions
.
12. G
raph
the
sol
utio
ns t
o a
linea
r ine
qual
ity
in t
wo
varia
bles
as
a ha
lf-pl
ane
(exc
ludi
ng t
he b
ound
ary
B6.0
, B7.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
in t
he c
ase
of a
str
ict
ineq
ualit
y), a
nd g
raph
the
sol
utio
n se
t to
a s
yste
m o
f lin
ear i
nequ
aliti
es in
tw
o B8
.0C7
.0, C
8.0,
C9.
0, C
11.0
varia
bles
as
the
inte
rsec
tion
of t
he c
orre
spon
ding
hal
f-pl
anes
.
Func
tion
s –
F-IF
– In
terp
retin
g Fu
ncti
ons
Inte
rpre
t fun
ctio
ns th
at a
rise
in a
pplic
atio
ns in
term
s of t
he c
onte
xt
4. F
or a
func
tion
that
mod
els a
rela
tions
hip
betw
een
two
quan
titie
s, in
terp
ret k
ey fe
atur
es o
f gra
phs a
nd
A1.0
, A2.
0, A
3.0,
ta
bles
in te
rms o
f the
qua
ntiti
es, a
nd sk
etch
gra
phs s
how
ing
key
feat
ures
giv
en a
ver
bal d
escr
iptio
n of
B6
.0, B
7.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
A4
.0, A
5.0,
A6.
0,
the
rela
tions
hip.
Key
feat
ures
incl
ude:
inte
rcep
ts; i
nter
vals
whe
re th
e fu
nctio
n is
incr
easin
g, d
ecre
asin
g,
B8.0
C7.0
, C8.
0, C
9.0,
C11
.0A7
.0, A
8.0
posit
ive,
or n
egat
ive;
rela
tive
max
imum
s and
min
imum
s; sy
mm
etrie
s; en
d be
havi
or; a
nd p
erio
dici
ty.
5. R
elat
e th
e do
mai
n of
a f
unct
ion
to it
s gr
aph
and,
whe
re a
pplic
able
, to
the
quan
titat
ive
rela
tions
hip
A1.0
, A2.
0, A
3.0,
B6
.0, B
7.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
it
desc
ribes
. For
exa
mpl
e, if
the
fun
ctio
n h(
n) g
ives
the
num
ber o
f per
son-
hour
s it
take
s to
ass
embl
e n
A4.0
, A5.
0, A
6.0,
B8
.0C7
.0, C
8.0,
C9.
0, C
11.0
engi
nes
in a
fac
tory
, the
n th
e po
sitiv
e in
tege
rs w
ould
be
an a
ppro
pria
te d
omai
n fo
r the
fun
ctio
n.A7
.0, A
8.0
19
MSS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
En
trep
rene
ursh
ip a
nd
Sale
sSe
lf-Em
ploy
men
t
Func
tion
s –
F-IF
– In
terp
retin
g Fu
ncti
ons
(con
tinue
d)
6. C
alcu
late
and
inte
rpre
t th
e av
erag
e ra
te o
f cha
nge
of a
fun
ctio
n (p
rese
nted
sym
bolic
ally
or a
s A1
.0, A
2.0,
A3.
0, A
4.0,
B6
.0, B
7.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
a
tabl
e) o
ver a
spe
cifie
d in
terv
al. E
stim
ate
the
rate
of c
hang
e fr
om a
gra
ph.
A5.0
, A6.
0, A
7.0,
A8.
0B8
.0C7
.0, C
8.0,
C9.
0, C
11.0
Geom
etry
– G
-MG
– M
odel
ing
wit
h Ge
omet
ryAp
ply
geom
etric
con
cept
s in
mod
elin
g sit
uatio
ns
1. U
se g
eom
etric
sha
pes,
the
ir m
easu
res,
and
the
ir pr
oper
ties
to d
escr
ibe
obje
cts
(e.g
., m
odel
ing
A2.
0, A
3.0,
A5.
0, A
6.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
B7
.0, B
8.0
a tr
ee t
runk
or a
hum
an t
orso
as
a cy
linde
r.A7
.0C7
.0, C
8.0,
C9.
0, C
11.0
2. A
pply
con
cept
s of
den
sity
bas
ed o
n ar
ea a
nd v
olum
e in
mod
elin
g si
tuat
ions
(e.g
., pe
rson
s pe
r A1
.0, A
2.0,
A3.
0, A
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
B7
.0, B
8.0
squa
re m
ile, B
TUs
per c
ubic
foo
t).
A5.0
, A6.
0, A
7.0,
A8.
0C7
.0, C
8.0,
C9.
0, C
11.0
3. A
pply
geo
met
ric m
etho
ds t
o so
lve
desi
gn p
robl
ems
(e.g
., de
sign
ing
an o
bjec
t or
str
uctu
re t
o A
2.0,
A3.
0, A
5.0,
A6.
0,
satis
fy p
hysi
cal c
onst
rain
ts o
r min
imiz
e co
st; w
orki
ng w
ith t
ypog
raph
ic g
rid s
yste
ms
base
d on
A7
.0ra
tios)
.
Num
ber
and
Qua
ntit
y –
N-R
N –
The
Rea
l Num
ber
Syst
emEx
tend
the
prop
ertie
s of e
xpon
ents
to ra
tiona
l exp
onen
ts
1. E
xpla
in h
ow t
he d
efini
tion
of t
he m
eani
ng o
f rat
iona
l exp
onen
ts f
ollo
ws
from
ext
endi
ng t
he
prop
ertie
s of
inte
ger e
xpon
ents
to
thos
e va
lues
, allo
win
g fo
r a n
otat
ion
for r
adic
als
in t
erm
s of
A
2.0,
A3.
0, A
5.0,
A6.
0,
C1.0
, C3.
0, C
6.0,
C8.
0,
ratio
nal e
xpon
ents
. For
exa
mpl
e, w
e de
fine
51/3 t
o be
the
cub
e ro
ot o
f 5 b
ecau
se w
e w
ant
A7
.0C1
1.0
(51/
3 )3 =
5(1/
3 )3 t
o ho
ld, s
o (5
1/3 )
3 mus
t eq
ual 5
.
2. R
ewrit
e ex
pres
sion
s in
volv
ing
radi
cals
and
rat
iona
l exp
onen
ts u
sing
the
pro
pert
ies
of
A2.
0, A
3.0,
A4.
0, A
5.0,
C1
.0, C
3.0,
C6.
0, C
8.0,
ex
pone
nts.
A6.0
, A7.
0C1
1.0
Num
ber
and
Qua
ntit
y –
N-Q
– Q
uant
itie
sRe
ason
qua
ntita
tivel
y an
d us
e un
its to
solv
e pr
oble
ms
1. U
se u
nits
as
a w
ay t
o un
ders
tand
pro
blem
s an
d to
gui
de t
he s
olut
ion
of m
ulti-
step
pro
blem
s;
A1.0
, A2.
0, A
3.0,
A4.
0,
choo
se a
nd in
terp
ret
unit
s co
nsis
tent
ly in
for
mul
as; c
hoos
e an
d in
terp
ret
the
scal
e an
d th
e C1
.0, C
3.0,
C4.
0A5
.0, A
6.0,
A7.
0, A
8.0
orig
in in
gra
phs
and
data
dis
play
s.
2. D
efine
app
ropr
iate
qua
ntiti
es f
or t
he p
urpo
se o
f des
crip
tive
mod
elin
g.A1
.0, A
2.0,
A3.
0, A
4.0,
C1
.0, C
2.0,
C3.
0, C
6.0,
A5
.0, A
6.0,
A7.
0, A
8.0
C8.0
, C9.
0, C
11.0
3. C
hoos
e a
leve
l of a
ccur
acy
appr
opria
te t
o lim
itatio
ns o
n m
easu
rem
ent
whe
n re
port
ing
A1
.0, A
2.0,
A3.
0, A
4.0,
qu
antit
ies.
A5.0
, A6.
0, A
7.0,
A8.
0
20
Marketing, Sales, and Services | MSS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
En
trep
rene
ursh
ip a
nd
Sale
sSe
lf-Em
ploy
men
t
Stat
isti
cs a
nd P
roba
bilit
y –
S-IC
– M
akin
g In
fere
nces
and
Jus
tify
ing
Conc
lu-
sion
s Un
ders
tand
and
eva
luat
e ra
ndom
pro
cess
es u
nder
lyin
g st
atis
tical
exp
erim
ents
1. U
nder
stan
d st
atis
tics
as a
pro
cess
for
mak
ing
infe
renc
es a
bout
pop
ulat
ion
para
met
ers
A1.0
, A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
ba
sed
on a
ran
dom
sam
ple
from
tha
t po
pula
tion.
A5.0
, A6.
0, A
7.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0
2. D
ecid
e if
a sp
ecifi
ed m
odel
is c
onsi
sten
t w
ith r
esul
ts f
rom
a g
iven
dat
a-ge
nera
ting
pro-
A1.0
, A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
ce
ss, e
.g.,
usin
g si
mul
atio
n. F
or e
xam
ple,
a m
odel
say
s a
spin
ning
coi
n fa
lls h
eads
up
with
A5
.0, A
6.0,
A7.
0B5
.0, B
7.0,
B8.
0C7
.0, C
8.0,
C9.
0, C
11.0
prob
abili
ty 0
.5. W
ould
a r
esul
t of
5 t
ails
in a
row
cau
se y
ou t
o qu
estio
n th
e m
odel
?
Mak
e in
fere
nces
and
just
ify c
oncl
usio
ns fr
om sa
mpl
e su
rvey
s, ex
perim
ents
, and
obs
erva
-tio
nal s
tudi
es
3. R
ecog
nize
the
pur
pose
s of
and
dif
fere
nces
am
ong
sam
ple
surv
eys,
exp
erim
ents
, and
A1
.0, A
2.0,
A3.
0, A
4.0,
B1
.0, B
3.0,
B4.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
obse
rvat
iona
l stu
dies
; exp
lain
how
ran
dom
izat
ion
rela
tes
to e
ach.
A5.0
, A6.
0, A
7.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0
5. U
se d
ata
from
a r
ando
miz
ed e
xper
imen
t to
com
pare
tw
o tr
eatm
ents
; use
sim
ulat
ions
to
A1.0
, A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
de
cide
if d
iffe
renc
es b
etw
een
para
met
ers
are
sign
ifica
nt.
A5.0
, A6.
0, A
7.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0
6. E
valu
ate
repo
rts
base
d on
dat
a.A1
.0, A
2.0,
A3.
0, A
4.0,
B1
.0, B
3.0,
B4.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
A5.0
, A6.
0, A
7.0,
A8.
0B5
.0, B
7.0,
B8.
0C7
.0, C
8.0,
C9.
0, C
11.0
Stat
isti
cs a
nd P
roba
bilit
y –
S-ID
– In
terp
reti
ng C
ateg
oric
al a
nd Q
uant
itat
ive
Data
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on a
sing
le c
ount
or m
easu
rem
ent v
aria
ble
1. R
epre
sent
dat
a w
ith p
lots
on
the
real
num
ber l
ine
(dot
plo
ts, h
isto
gram
s, a
nd b
ox p
lots
).A1
.0, A
2.0,
A3.
0, A
4.0,
B1
.0, B
3.0,
B4.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
A5.0
, A6.
0, A
7.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0
2. U
se s
tatis
tics
appr
opria
te t
o th
e sh
ape
of t
he d
ata
dist
ribut
ion
to c
ompa
re c
ente
r A1
.0, A
2.0,
A3.
0, A
4.0,
B1
.0, B
3.0,
B4.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
(med
ian,
mea
n) a
nd s
prea
d (in
terq
uart
ile r
ange
, sta
ndar
d de
viat
ion)
of t
wo
or m
ore
diff
er-
A5.0
, A6.
0, A
7.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0en
t da
ta s
ets.
3. In
terp
ret
diff
eren
ces
in s
hape
, cen
ter,
and
spre
ad in
the
con
text
of t
he d
ata
sets
, A1
.0, A
2.0,
A3.
0, A
4.0,
B1
.0, B
3.0,
B4.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
acco
untin
g fo
r pos
sibl
e ef
fect
s of
ext
rem
e da
ta p
oint
s (o
utlie
rs).
A5.0
, A6.
0, A
7.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0
4. U
se t
he m
ean
and
stan
dard
dev
iatio
n of
a d
ata
set
to fi
t it
to a
nor
mal
dis
trib
utio
n an
d to
est
imat
e po
pula
tion
perc
enta
ges.
Rec
ogni
ze t
hat
ther
e ar
e da
ta s
ets
for w
hich
suc
h a
A1.0
, A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
pr
oced
ure
is n
ot a
ppro
pria
te. U
se c
alcu
lato
rs, s
prea
dshe
ets,
and
tab
les
to e
stim
ate
area
s A5
.0, A
6.0,
A7.
0B5
.0, B
7.0,
B8.
0C7
.0, C
8.0,
C9.
0, C
11.0
unde
r the
nor
mal
cur
ve.
21
MSS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
En
trep
rene
ursh
ip a
nd
Sale
sSe
lf-Em
ploy
men
t
Stat
isti
cs a
nd P
roba
bilit
y –
S-ID
– In
terp
retin
g Ca
tego
rical
and
Qua
ntit
ativ
e Da
ta
(con
tinue
d)
Sum
mar
ize,
repr
esen
t, an
d in
terp
ret d
ata
on tw
o ca
tego
rical
and
qua
ntita
tive
varia
bles
5. S
umm
ariz
e ca
tego
rical
dat
a fo
r tw
o ca
tego
ries
in t
wo-
way
fre
quen
cy t
able
s. In
terp
ret
rela
-B1
.0, B
3.0,
B4.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
tive
freq
uenc
ies
in t
he c
onte
xt o
f the
dat
a (in
clud
ing
join
t, m
argi
nal,
and
cond
ition
al r
elat
ive
A4.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0fr
eque
ncie
s). R
ecog
nize
pos
sibl
e as
soci
atio
ns a
nd t
rend
s in
the
dat
a.
6. R
epre
sent
dat
a on
tw
o qu
antit
ativ
e va
riabl
es o
n a
scat
ter p
lot,
and
desc
ribe
how
the
var
iabl
es
are
rela
ted.
a. F
it a
func
tion
to t
he d
ata;
use
fun
ctio
ns fi
tted
to
data
to
solv
e pr
oble
ms
in t
he c
onte
xt
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
of
the
dat
a. U
se g
iven
fun
ctio
ns o
r cho
ose
a fu
nctio
n su
gges
ted
by t
he c
onte
xt. E
mph
asiz
e A4
.0B5
.0, B
7.0,
B8.
0C7
.0, C
8.0,
C9.
0, C
11.0
linea
r, qu
adra
tic, a
nd e
xpon
entia
l mod
els.
b. In
form
ally
ass
ess
the
fit o
f a f
unct
ion
by p
lott
ing
and
anal
yzin
g re
sidu
als.
c. F
it a
linea
r fun
ctio
n fo
r a s
catt
er p
lot
that
sug
gest
s a
linea
r ass
ocia
tion.
Inte
rpre
t lin
ear m
odel
s
7. In
terp
ret
the
slop
e (r
ate
of c
hang
e) a
nd t
he in
terc
ept
(con
stan
t te
rm) o
f a li
near
mod
el in
the
A1
.0, A
2.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
co
ntex
t of
the
dat
a.A7
.0, A
8.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0
8. C
ompu
te (u
sing
tec
hnol
ogy)
and
inte
rpre
t th
e co
rrel
atio
n co
effic
ient
of a
line
ar fi
t.B1
.0, B
3.0,
B4.
0,
A1.0
C1.0
, C3.
0, C
4.0
B5.0
, B7.
0, B
8.0
9. D
istin
guis
h be
twee
n co
rrel
atio
n an
d ca
usat
ion.
B1.0
, B4.
0, B
5.0,
A1
.0, A
2.0
C1.0
B8.0
Stat
isti
cs a
nd P
roba
bilit
y –
S-M
D –
Usin
g Pr
obab
ility
to
Mak
e De
cisi
ons
Calc
ulat
e ex
pect
ed v
alue
s and
use
them
to so
lve
prob
lem
s
1. (+
) Defi
ne a
ran
dom
var
iabl
e fo
r a q
uant
ity
of in
tere
st b
y as
sign
ing
a nu
mer
ical
val
ue t
o ea
ch
A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
ev
ent
in a
sam
ple
spac
e; g
raph
the
cor
resp
ondi
ng p
roba
bilit
y di
strib
utio
n us
ing
the
sam
e gr
aphi
-A5
.0, A
6.0,
A7.
0B5
.0, B
7.0,
B8.
0C7
.0, C
8.0,
C9.
0, C
11.0
cal d
ispl
ays
as f
or d
ata
dist
ribut
ions
.
2. (+
) Cal
cula
te t
he e
xpec
ted
valu
e of
a r
ando
m v
aria
ble;
inte
rpre
t it
as t
he m
ean
of t
he
A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
pr
obab
ility
dis
trib
utio
n.A5
.0, A
6.0,
A7.
0B5
.0, B
7.0,
B8.
0C7
.0, C
8.0,
C9.
0, C
11.0
22
Marketing, Sales, and Services | MSS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
Sal
esEn
trep
rene
ursh
ip a
nd
Self-
Empl
oym
ent
3. (+
) Dev
elop
a p
roba
bilit
y di
strib
utio
n fo
r a r
ando
m v
aria
ble
defin
ed f
or a
sam
ple
spac
e in
w
hich
the
oret
ical
pro
babi
litie
s ca
n be
cal
cula
ted;
find
the
exp
ecte
d va
lue.
For
exa
mpl
e, fi
nd t
he
A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
th
eore
tical
pro
babi
lity
dist
ribut
ion
for t
he n
umbe
r of c
orre
ct a
nsw
ers
obta
ined
by
gues
sing
on
A5.0
, A6.
0, A
7.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0al
l five
que
stio
ns o
f a m
ultip
le-c
hoic
e te
st w
here
eac
h qu
estio
n ha
s fo
ur c
hoic
es, a
nd fi
nd t
he
expe
cted
gra
de u
nder
var
ious
gra
ding
sch
emes
.
4. (+
) Dev
elop
a p
roba
bilit
y di
strib
utio
n fo
r a r
ando
m v
aria
ble
defin
ed f
or a
sam
ple
spac
e in
w
hich
pro
babi
litie
s ar
e as
sign
ed e
mpi
rical
ly; fi
nd t
he e
xpec
ted
valu
e. F
or e
xam
ple,
find
a c
urre
nt
A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
da
ta d
istr
ibut
ion
on t
he n
umbe
r of T
V se
ts p
er h
ouse
hold
in t
he U
nite
d St
ates
, and
cal
cula
te
A5.0
, A6.
0, A
7.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0th
e ex
pect
ed n
umbe
r of s
ets
per h
ouse
hold
. How
man
y TV
set
s w
ould
you
exp
ect
to fi
nd in
100
ra
ndom
ly s
elec
ted
hous
ehol
ds?
Use
prob
abili
ty to
eva
luat
e ou
tcom
es o
f dec
ision
s
5. (+
) Wei
gh t
he p
ossi
ble
outc
omes
of a
dec
isio
n by
ass
igni
ng p
roba
bilit
ies
to p
ayof
f val
ues
and
findi
ng e
xpec
ted
valu
es.
a. F
ind
the
expe
cted
pay
off f
or a
gam
e of
cha
nce.
For
exa
mpl
e, fi
nd t
he e
xpec
ted
win
ning
s A
2.0,
A3.
0, A
4.0,
B1
.0, B
3.0,
B4.
0,
C1.0
, C3.
0, C
4.0,
C6.
0,
from
a s
tate
lott
ery
ticke
t or
a g
ame
at a
fas
t-fo
od r
esta
uran
t.A5
.0, A
6.0,
A7.
0B5
.0, B
7.0,
B8.
0C7
.0, C
8.0,
C9.
0, C
11.0
b. E
valu
ate
and
com
pare
str
ateg
ies
on t
he b
asis
of e
xpec
ted
valu
es. F
or e
xam
ple,
com
pare
a
high
ded
uctib
le v
ersu
s a
low
-ded
uctib
le a
utom
obile
insu
ranc
e po
licy
usin
g va
rious
, but
re
ason
able
, cha
nces
of h
avin
g a
min
or o
r a m
ajor
acc
iden
t.
6. (+
) Use
pro
babi
litie
s to
mak
e fa
ir de
cisi
ons
(e.g
., dr
awin
g by
lots
, usi
ng a
ran
dom
num
ber
A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
ge
nera
tor)
.A5
.0, A
6.0,
A7.
0B5
.0, B
7.0,
B8.
0C7
.0, C
8.0,
C9.
0, C
11.0
7. (+
) Ana
lyze
dec
isio
ns a
nd s
trat
egie
s us
ing
prob
abili
ty c
once
pts
(e.g
., pr
oduc
t te
stin
g, m
edic
al
A2.
0, A
3.0,
A4.
0,
B1.0
, B3.
0, B
4.0,
C1
.0, C
3.0,
C4.
0, C
6.0,
te
stin
g, p
ullin
g a
hock
ey g
oalie
at
the
end
of a
gam
e).
A5.0
, A6.
0, A
7.0
B5.0
, B7.
0, B
8.0
C7.0
, C8.
0, C
9.0,
C11
.0
SCIE
NCE
Eart
h an
d Sp
ace
Scie
nces
– E
SSES
S3: E
arth
and
Hum
an A
ctiv
ity
ESS3
.A: N
atur
al R
esou
rces
ESS3
.B: N
atur
al H
azar
dsA
2.0,
A4.
0, A
6.0
B1.0
C1.0
, C3.
0, C
4.0,
C7.
0
ESS3
.C: H
uman
Impa
cts
on E
arth
Sys
tem
s
ESS3
.D: G
loba
l Clim
ate
Chan
ge
23
MSS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
Sal
esEn
trep
rene
ursh
ip a
nd
Self-
Empl
oym
ent
HIS
TORY
/SO
CIAL
SCI
ENCE
Prin
cipl
es o
f A
mer
ican
Dem
ocra
cy a
nd E
cono
mic
s –
AD
12.3
Stu
dent
s ev
alua
te a
nd t
ake
and
defe
nd p
ositi
ons
on w
hat
the
fund
amen
tal v
alue
s an
d
prin
cipl
es o
f civ
il so
ciet
y ar
e (i.
e., t
he a
uton
omou
s sp
here
of v
olun
tary
per
sona
l, so
cial
, and
A1
.0, A
2.0
C1.0
, C2.
0ec
onom
ic r
elat
ions
tha
t ar
e no
t pa
rt o
f gov
ernm
ent)
, the
ir In
terd
epen
denc
e, a
nd t
he m
eani
ng
and
impo
rtan
ce o
f tho
se v
alue
s an
d pr
inci
ples
for
a f
ree
soci
ety.
12.3
.1. E
xpla
in h
ow c
ivil
soci
ety
prov
ides
opp
ortu
nitie
s fo
r ind
ivid
uals
to
asso
ciat
e fo
r soc
ial,
A1.0
, A2.
0B5
.0, B
10.0
C1.0
, C2.
0, C
3.0
cultu
ral,
relig
ious
, eco
nom
ic, a
nd p
oliti
cal p
urpo
ses.
12.3
.2. E
xpla
in h
ow c
ivil
soci
ety
mak
es it
pos
sibl
e fo
r peo
ple,
indi
vidu
ally
or i
n as
soci
atio
n w
ith o
ther
s, t
o br
ing
thei
r infl
uenc
e to
bea
r on
gove
rnm
ent
in w
ays
othe
r tha
n vo
ting
and
A1.0
, A2.
0C1
.0el
ectio
ns.
12.6
Stu
dent
s ev
alua
te is
sues
reg
ardi
ng c
ampa
igns
for
nat
iona
l, st
ate,
and
loca
l ele
ctiv
e of
fices
.A1
.0, A
2.0
C1.0
, C3.
0
12.7
Stu
dent
s an
alyz
e an
d co
mpa
re t
he p
ower
s an
d pr
oced
ures
of t
he n
atio
nal,
stat
e, t
ribal
, and
C1
.0, C
8.0
loca
l gov
ernm
ents
.
12.8
Stu
dent
s ev
alua
te a
nd t
ake
and
defe
nd p
ositi
ons
on t
he in
fluen
ce o
f the
med
ia o
n Am
eric
an
A2.
0, A
7.0
polit
ical
life
.
Prin
cipl
es o
f Ec
onom
ics
– PE
12.1
Stu
dent
s un
ders
tand
com
mon
eco
nom
ic t
erm
s an
d co
ncep
ts a
nd e
cono
mic
rea
soni
ng.
12.1
.1. E
xam
ine
the
caus
al r
elat
ions
hip
betw
een
scar
city
and
the
nee
d fo
r cho
ices
.B1
.0, B
5.0,
B6.
0,
A2.
0, A
4.0,
A5.
0C1
.0, C
3.0
B7.0
12.1
.2. E
xpla
in o
ppor
tuni
ty c
ost
and
mar
gina
l ben
efit
and
mar
gina
l cos
t.A
2.0,
A4.
0, A
5.0,
B1
.0, B
6.0
C5.0
, C8.
0A6
.0
12.1
.3. I
dent
ify
the
diff
eren
ce b
etw
een
mon
etar
y an
d no
n-m
onet
ary
ince
ntiv
es a
nd h
ow
A2.
0, A
5.0
B1.0
C4.0
, C9.
0ch
ange
s in
ince
ntiv
es c
ause
cha
nges
in b
ehav
ior.
12.1
.4. E
valu
ate
the
role
of p
rivat
e pr
oper
ty a
s an
ince
ntiv
e in
con
serv
ing
and
impr
ovin
g C1
.0, C
2.0,
C3.
0, C
4.0,
A
2.0
scar
ce r
esou
rces
, inc
ludi
ng r
enew
able
and
non
rene
wab
le n
atur
al r
esou
rces
.C9
.0, C
11.0
12.1
.5. A
naly
ze t
he r
ole
of a
mar
ket
econ
omy
in e
stab
lishi
ng a
nd p
rese
rvin
g po
litic
al a
nd
C1.0
, C2.
0, C
3.0,
C4.
0,
A2.
0B1
.0pe
rson
al li
bert
y (e
.g.,
thro
ugh
the
wor
ks o
f Ada
m S
mith
).C9
.0
24
Marketing, Sales, and Services | MSS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
Sal
esEn
trep
rene
ursh
ip a
nd
Self-
Empl
oym
ent
Prin
cipl
es o
f Ec
onom
ics
– PE
(con
tinue
d)12
.2 S
tude
nts
anal
yze
the
elem
ents
of A
mer
ica’
s m
arke
t ec
onom
y in
a g
loba
l set
ting.
12.2
.1. U
nder
stan
d th
e re
latio
nshi
p of
the
con
cept
of i
ncen
tives
to
the
law
of s
uppl
y an
d th
e A1
.0, A
2.0
B1.0
, B3.
0, B
4.0
C8.0
rela
tions
hip
of t
he c
once
pt o
f inc
entiv
es a
nd s
ubst
itute
s to
the
law
of d
eman
d.
12.2
.2. D
iscu
ss t
he e
ffec
ts o
f cha
nges
in s
uppl
y an
d or
dem
and
on t
he r
elat
ive
scar
city
, pric
e,
A1.0
, A2.
0, A
8.0
B1.0
, B3.
0, B
4.0
C8.0
and
quan
tity
of p
artic
ular
pro
duct
s.
12.2
.3. E
xpla
in t
he r
oles
of p
rope
rty
right
s, c
ompe
titio
n, a
nd p
rofit
in a
mar
ket
econ
omy.
A1.0
, A2.
0, A
5.0,
B1
.0C4
.0, C
9.0
A8.0
12.2
.4. E
xpla
in h
ow p
rices
refl
ect
the
rela
tive
scar
city
of g
oods
and
ser
vice
s an
d pe
rfor
m t
he
A2.
0, A
8.0
B1.0
, B3.
0C8
.0al
loca
tive
func
tion
in a
mar
ket
econ
omy.
12.2
.5. U
nder
stan
d th
e pr
oces
s by
whi
ch c
ompe
titio
n am
ong
buye
rs a
nd s
elle
rs d
eter
min
es a
A
2.0,
A5.
0, A
6.0,
B1
.0, B
3.0
C8.0
mar
ket
pric
e.A8
.0
12.2
.6. D
escr
ibe
the
effe
ct o
f pric
e co
ntro
ls o
n bu
yers
and
sel
lers
.A
2.0,
A8.
0B1
.0, B
4.0
C8.0
, C9.
0
12.2
.7. A
naly
ze h
ow d
omes
tic a
nd in
tern
atio
nal c
ompe
titio
n in
a m
arke
t ec
onom
y af
fect
s A1
.0, A
4.0,
A6.
0.
B1.0
, B3.
0C9
.0go
ods
and
serv
ices
pro
duce
d an
d th
e qu
alit
y, q
uant
ity,
and
pric
e of
tho
se p
rodu
cts.
A8.0
12.2
.8. E
xpla
in t
he r
ole
of p
rofit
as
the
ince
ntiv
e to
ent
repr
eneu
rs in
a m
arke
t ec
onom
y.B1
.0C8
.0
12.2
.9. D
escr
ibe
the
func
tions
of t
he fi
nanc
ial m
arke
ts.
A3.0
B1.0
C4.0
, C5.
0, C
6.0
12.2
.10.
Dis
cuss
the
eco
nom
ic p
rinci
ples
tha
t gu
ide
the
loca
tion
of a
gric
ultu
ral p
rodu
ctio
n an
d B1
.0C7
.0, C
8.0
indu
stry
and
the
spa
tial d
istr
ibut
ion
of t
rans
port
atio
n an
d re
tail
faci
litie
s.
12.3
Stu
dent
s an
alyz
e th
e in
fluen
ce o
f the
fed
eral
gov
ernm
ent
on t
he A
mer
ican
eco
nom
y.
12.3
.1. U
nder
stan
d ho
w t
he r
ole
of g
over
nmen
t in
a m
arke
t ec
onom
y of
ten
incl
udes
pro
vid-
ing
for n
atio
nal d
efen
se, a
ddre
ssin
g en
viro
nmen
tal c
once
rns,
defi
ning
and
enf
orci
ng p
rope
rty
A2.
0, A
5.0
B1.0
, B2.
0C1
.0, C
3.0,
C4.
0, C
9.0
right
s, a
ttem
ptin
g to
mak
e m
arke
ts m
ore
com
petit
ive,
and
pro
tect
ing
cons
umer
s’ rig
hts.
12.3
.2. I
dent
ify
the
fact
ors
that
may
cau
se t
he c
osts
of g
over
nmen
t ac
tions
to
outw
eigh
the
A1
.0, A
2.0
B1.0
C1.0
, C3.
0, C
11.0
bene
fits.
12.3
.3. D
escr
ibe
the
aim
s of
gov
ernm
ent
fisca
l pol
icie
s (t
axat
ion,
bor
row
ing,
spe
ndin
g) a
nd
C8.0
, C11
.0th
eir i
nflue
nce
on p
rodu
ctio
n, e
mpl
oym
ent,
and
pric
e le
vels
12.3
.4. U
nder
stan
d th
e ai
ms
and
tool
s of
mon
etar
y po
licy
and
thei
r infl
uenc
e on
eco
nom
ic
C11.
0ac
tivit
y (e
.g.,
the
Fede
ral R
eser
ve).
25
MSS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
En
trep
rene
ursh
ip a
nd
Sale
sSe
lf-Em
ploy
men
t
Prin
cipl
es o
f Ec
onom
ics
– PE
(con
tinue
d)12
.4 S
tude
nts
anal
yze
the
elem
ents
of t
he U
.S. l
abor
mar
ket
in a
glo
bal s
ettin
g.
12.4
.1. U
nder
stan
d th
e op
erat
ions
of t
he la
bor m
arke
t, in
clud
ing
the
circ
umst
ance
s su
rrou
ndin
g th
e es
tabl
ishm
ent
of p
rinci
pal A
mer
ican
labo
r uni
ons,
pro
cedu
res
that
uni
ons
use
to g
ain
bene
fits
for
A1.0
, A2.
0, A
8.0
B2.0
C1.0
, C3.
0, C
11.0
thei
r mem
bers
, the
eff
ects
of u
nion
izat
ion,
the
min
imum
wag
e, a
nd u
nem
ploy
men
t in
sura
nce.
12.4
.2. D
escr
ibe
the
curr
ent
econ
omy
and
labo
r mar
ket,
incl
udin
g th
e ty
pes
of g
oods
and
ser
vice
s pr
oduc
ed, t
he t
ypes
of s
kills
wor
kers
nee
d, t
he e
ffec
ts o
f rap
id t
echn
olog
ical
cha
nge,
and
the
impa
ct
A1.0
B6.0
C7.0
, C8.
0, C
11.0
of in
tern
atio
nal c
ompe
titio
n.
12.4
.3. D
iscu
ss w
age
diff
eren
ces
amon
g jo
bs a
nd p
rofe
ssio
ns, u
sing
the
law
s of
dem
and
and
supp
ly
B6.0
C7.0
, C8.
0, C
11.0
and
the
conc
ept
of p
rodu
ctiv
ity.
12.4
.4. E
xpla
in t
he e
ffec
ts o
f int
erna
tiona
l mob
ility
of c
apita
l and
labo
r on
the
U.S
. eco
nom
y.B1
.0, B
8.0
C1.0
, C3.
0
12.5
Stu
dent
s an
alyz
e th
e ag
greg
ate
econ
omic
beh
avio
r of t
he U
.S. e
cono
my.
A1.0
, A2.
0,
A3.0
, A5.
0
12.5
.1. D
istin
guis
h be
twee
n no
min
al a
nd r
eal d
ata.
A2.
0, A
3.0
B1.0
C7.0
, C8.
0
12.5
.2. D
efine
, cal
cula
te, a
nd e
xpla
in t
he s
igni
fican
ce o
f an
unem
ploy
men
t ra
te, t
he n
umbe
r of n
ew
A1.0
, A2.
0, A
5.0
B1.0
C7.0
, C8.
0, C
11.0
jobs
cre
ated
mon
thly
, infl
atio
n or
defl
atio
n ra
te, a
nd a
rat
e of
eco
nom
ic g
row
th.
12.5
.3. D
istin
guis
h be
twee
n sh
ort-
term
and
long
-ter
m in
tere
st r
ates
and
exp
lain
the
ir re
lativ
e si
gnifi
-A
2.0,
A3.
0B1
.0C7
.0, C
8.0
canc
e.
12.6
Stu
dent
s an
alyz
e is
sues
of i
nter
natio
nal t
rade
and
exp
lain
how
the
U.S
. eco
nom
y af
fect
s, a
nd is
A
2.0,
A6.
0af
fect
ed b
y, e
cono
mic
for
ces
beyo
nd t
he U
nite
d St
ates
’ bor
ders
.
12.6
.1. I
dent
ify
the
gain
s in
con
sum
ptio
n an
d pr
oduc
tion
effic
ienc
y fr
om t
rade
, with
em
phas
is o
n th
e m
ain
prod
ucts
and
cha
ngin
g ge
ogra
phic
pat
tern
s of
tw
entie
th-c
entu
ry t
rade
am
ong
coun
trie
s in
the
A
2.0
B1.0
Wes
tern
Hem
isph
ere.
12.6
.2. C
ompa
re t
he r
easo
ns f
or a
nd t
he e
ffec
ts o
f tra
de r
estr
ictio
ns d
urin
g th
e G
reat
Dep
ress
ion
com
pare
d w
ith p
rese
nt-d
ay a
rgum
ents
am
ong
labo
r, bu
sine
ss, a
nd p
oliti
cal l
eade
rs o
ver t
he e
ffec
ts
A2.
0B1
.0of
fre
e tr
ade
on t
he e
cono
mic
and
soc
ial i
nter
ests
of v
ario
us g
roup
s of
Am
eric
ans.
12.6
.3. U
nder
stan
d th
e ch
angi
ng r
ole
of in
tern
atio
nal p
oliti
cal b
orde
rs a
nd t
errit
oria
l sov
erei
gnty
in a
A
2.0
B1.0
glob
al e
cono
my.
12.6
.4. E
xpla
in f
orei
gn e
xcha
nge,
the
man
ner i
n w
hich
exc
hang
e ra
tes
are
dete
rmin
ed, a
nd t
he
A2.
0B1
.0ef
fect
s of
the
dol
lar’s
gai
ning
(or l
osin
g) v
alue
rel
ativ
e to
oth
er c
urre
ncie
s.
26
Marketing, Sales, and Services | MSS
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
Sal
esEn
trep
rene
ursh
ip a
nd
Self-
Empl
oym
ent
U.S.
His
tory
and
Geo
grap
hy –
US
11.2
Stu
dent
s an
alyz
e th
e re
latio
nshi
p am
ong
the
rise
of in
dust
rializ
atio
n, la
rge-
scal
e ru
ral-
to-
A1.0
C1.0
, C2.
0ur
ban
mig
ratio
n, a
nd m
assi
ve im
mig
ratio
n fr
om S
outh
ern
and
East
ern
Euro
pe.
11.8
Stu
dent
s an
alyz
e th
e ec
onom
ic b
oom
and
soc
ial t
rans
form
atio
n of
pos
t-W
orld
War
II
A1.0
B1.0
C1.0
, C2.
0, C
5.0
Amer
ica.
11.9
Stu
dent
s an
alyz
e U
.S. f
orei
gn p
olic
y si
nce
Wor
ld W
ar II
.A1
.0, A
2.0
C1.0
Wor
ld H
isto
ry, C
ultu
re, a
nd G
eogr
aphy
– W
H
10.3
Stu
dent
s an
alyz
e th
e ef
fect
s of
the
Indu
stria
l Rev
olut
ion
in E
ngla
nd, F
ranc
e, G
erm
any,
Ja
pan,
and
the
Uni
ted
Stat
es.
10.3
.5. U
nder
stan
d th
e co
nnec
tions
am
ong
natu
ral r
esou
rces
, ent
repr
eneu
rshi
p, la
bor,
and
A1.0
, A2.
0B1
.0, B
2.0
C1.0
, C2.
0, C
3.0,
C5.
0ca
pita
l in
an in
dust
rial e
cono
my.
10.11
Stu
dent
s an
alyz
e th
e in
tegr
atio
n of
cou
ntrie
s in
to t
he w
orld
eco
nom
y an
d th
e in
form
atio
n,
A4.0
B1.0
C10.
0te
chno
logi
cal,
and
com
mun
icat
ions
rev
olut
ions
(e.g
., te
levi
sion
, sat
ellit
es, c
ompu
ters
).
Chro
nolo
gica
l and
Spa
tial R
easo
ning
– C
SR
1. S
tude
nts
com
pare
the
pre
sent
with
the
pas
t, ev
alua
ting
the
cons
eque
nces
of p
ast
even
ts a
nd
A1.0
, A2.
0B1
.0, B
2.0
C1.0
deci
sion
s an
d de
term
inin
g th
e le
sson
s th
at w
ere
lear
ned.
2. S
tude
nts
anal
yze
how
cha
nge
happ
ens
at d
iffe
rent
rat
es a
t di
ffer
ent
times
; und
erst
and
that
A1
.0, A
2.0,
A3.
0,
som
e as
pect
s ca
n ch
ange
whi
le o
ther
s re
mai
n th
e sa
me;
and
und
erst
and
that
cha
nge
is c
ompl
i-C1
.0A4
.0ca
ted
and
affe
cts
not
only
tec
hnol
ogy
and
polit
ics
but
also
val
ues
and
belie
fs.
3. S
tude
nts
use
a va
riety
of m
aps
and
docu
men
ts t
o in
terp
ret
hum
an m
ovem
ent,
incl
udin
g m
ajor
pa
tter
ns o
f dom
estic
and
inte
rnat
iona
l mig
ratio
n, c
hang
ing
envi
ronm
enta
l pre
fere
nces
and
A1
.0, A
2.0,
A3.
0,
B1.0
C1.0
sett
lem
ent
patt
erns
, the
fric
tions
tha
t de
velo
p be
twee
n po
pula
tion
grou
ps, a
nd t
he d
iffu
sion
of
A4.0
, C6.
0id
eas,
tec
hnol
ogic
al in
nova
tions
, and
goo
ds.
4. S
tude
nts
rela
te c
urre
nt e
vent
s to
the
phy
sica
l and
hum
an c
hara
cter
istic
s of
pla
ces
and
A1.0
regi
ons.
27
MSS | California Career Technical Education Model Curriculum Standards
Acad
emic
Alig
nmen
t M
atrix
PATH
WAY
S
A.
B.
C.
MA
RK
ET
ING
, S
ALE
S, A
ND
SE
RV
ICE
SM
arke
ting
Prof
essi
onal
Sal
esEn
trep
rene
ursh
ip a
nd
Self-
Empl
oym
ent
His
toric
al R
esea
rch,
Evi
denc
e, a
nd P
oint
of
View
– H
R
1. S
tude
nts
dist
ingu
ish
valid
arg
umen
ts f
rom
fal
laci
ous
argu
men
ts in
his
toric
al in
terp
reta
tions
.A1
.0
4. S
tude
nts
cons
truc
t an
d te
st h
ypot
hese
s; c
olle
ct, e
valu
ate,
and
em
ploy
info
rmat
ion
from
mul
-C1
.0, C
2.0,
C3.
0, C
4.0,
tip
le p
rimar
y an
d se
cond
ary
sour
ces;
and
app
ly it
in o
ral a
nd w
ritte
n pr
esen
tatio
ns.
A1.0
C5.0
, C6.
0, C
7.0,
C8.
0,
C9.0
, C10
.0, C
11.0
His
toric
al In
terp
reta
tion
– H
I
1. S
tude
nts
show
the
con
nect
ions
, cau
sal a
nd o
ther
wis
e, b
etw
een
part
icul
ar h
isto
rical
eve
nts
A1.0
, A2.
0C2
.0an
d la
rger
soc
ial,
econ
omic
, and
pol
itica
l tre
nds
and
deve
lopm
ents
.
28
Marketing, Sales, and Services | MSS 29
Contributors
Marketing, Sales, and Services
Lloyd McCabe, Administrator, California Department of Education
Kay Ferrier, Education Consultant, California Department of Education
Standards Review TeamLaurie Andrews, Instructor, Amador Valley High School
Polly Farina, CTE Instructional Support Specialist, Solano County Office of Education
Denise Gregor, Instructor, San Francisco Unified School District
Nancy Miller, Director of CTE, Santa Rosa City Schools
Jeff Mueller, Instructor, Fremont Union High School District
Brooks Ohlson, Director, International Trade Center, Los Rios Community College
Carl Schmidt, Chair, Business Department, Fremont Union High School District
Mary Whited, Coordinator, Regional Occupational Program, Merced County Office of Education
Standards Writing TeamKelley Garcia, Marketing Coordinator, Yolo Credit Union
Denise Gregor, Instructor, San Francisco Unified School District
Marty Isozaki, President, InfoWave
Vera L. Jacobson, Instructor, Carlmont High School District
Jeff Jordan, President, Rescue Social Change Group
Dennis Kercher, Sales, Kodak
Myla Kovac, President, Field Dynamics Market Research
Jerry McGee, Director, American Association of Advertising Agencies, Western Region
Denise Spanek, Owner, Visage Studio
Mary Whited, Coordinator, Regional Occupational Program, Merced County Office of Education
Common Core Alignment TeamSusan Beckenham, Instructor, Providence High School
John Fleming, Instructor, Sacramento City Unified School District
Yvette Fraga, Instructor, Los Angeles Unified School District
Robert Guernsey, Instructor, Sacramento City Unified School District
Kamilah Jackson, Instructor, Los Angeles Unified School District
Linh Tran, Instructor, Sacramento City Unified School District
MSS | California Career Technical Education Model Curriculum Standards
References
ACT. 2010. A First Look at the Common Core and College and Career Readiness. http://www.act.org/research/policymakers/pdf/FirstLook.pdf (accessed December 4, 2012).
American Association of Colleges for Teacher Education (AACTE) and the Partnership for 21st Century Skills. 2010. “Preparing Students for the 21st Century Economy.” http://www.edsynergy.org/wp-content/uploads/2011/07/PREPARING-STUDENTS-FOR-THE-21ST-CENTURY-ECONOMY-3.doc (accessed December 4, 2012).
Anderson, Lorin W., David R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Rahts, and Merlin C. Wittrock. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Pearson.
Arizona Department of Education, Career Technical Education. 2009. “Arizona CTE Career Preparation Standards and Measurement Criteria: Entrepreneurship.” http://www.azed.gov/ (accessed December 24, 2012).
. 2009. “Arizona CTE Career Preparation Standards and Measurement Criteria: Professional Sales and Marketing.” http://www.azed.gov/ (accessed December 24, 2012).
Association of American Colleges and Universities. 2007. College Learning for the New Global Century. http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf (accessed December 4, 2012).
Association of American Colleges and Universities and Peter D. Hart Research Associates, Inc. 2006. How Should Colleges
Prepare Students to Succeed in Today’s Global Economy? http://www.aacu.org/leap/documents/Re8097abcombined.pdf (accessed December 4, 2012).
California Department of Education. 2006. California Career Technical Education Model Curriculum Standards, Grades Seven Through Twelve. http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf (accessed December 4, 2012).
. 2007. Career Technical Education Framework for California Public Schools, Grades Seven Through Twelve. http://www.cde.ca.gov/ci/ct/sf/documents/cteframework.pdf (accessed December 4, 2012).
California Employment Development Department. 2010. California’s Green Economy: Summary of Survey Results. http://www.labormarketinfo.edd.ca.gov/contentpub/GreenDigest/CA-Green-Economy-SummarySurveyResults.pdf (accessed December 4, 2012).
Children Now. 2010. California Report Card 2011–12: Setting the Agenda for Children. http://www.childrennow.org/uploads/documents/reportcard_2011.pdf [Link no longer valid] (accessed December 4, 2012).
The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, and the Society for Human Resource Management. 2006. Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. http://www.shrm.org/research/surveyfindings/documents/are they really ready to work survey report.pdf (accessed December 4, 2012).
30
Marketing, Sales, and Services | MSS
Conley, David T. 2010. College and Career Ready: Helping All Students Succeed Beyond High School. San Francisco: Jossey-Bass.
Conley, David T., Kathryn V. Drummond, Alicia de Gonzalez, Jennifer Rooseboom, and Odile Stout. 2011. Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness. Eugene, OR: Educational Policy Improvement Center. http://www.epiconline.org/publications/documents/ReachingtheGoal-FullReport.pdf (accessed December 4, 2012).
Darling-Hammond, Linda, Ruth Chung Wei, Alethea Andree, Nikole Richardson, and Stelios Orphanos. 2009. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Palo Alto, CA: National Staff Development Council and the School Redesign Network at Stanford University. http://learningforward.org/docs/pdf/nsdcstudy2009.pdf (accessed December 4, 2012).
Institute of Education Sciences, National Center for Education Statistics. 2012. The Condition of Education. http://nces.ed.gov/programs/coe/ (accessed December 4, 2012).
International Center for Leadership in Education. 2012. “Rigor/Relevance Framework.” Rexford, NY. http://www.leadered.com/rrr.html [Link no longer valid] (accessed December 4, 2012).
Intersegmental Committee of the Academic Senates (ICAS) of the California Community Colleges. 2002. Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities. http://asccc.org/sites/default/files/AcademicLiteracy.pdf (accessed December 4, 2012).
Kober, Nancy, and Diane Stark Rentner. 2011. States’ Progress and Challenges in Implementing Common Core State Standards. Washington, DC: Center on Education Policy. http://www.cep-dc.org/displayDocument.cfm?DocumentID=343 (accessed December 4, 2012).
Marzano, Robert J., and John S. Kendall. 2007. The New Taxonomy of Educational Objectives. 2nd ed. Thousand Oaks, CA: Corwin Press. http://www.marzanoresearch.com/site/default.aspx [Link no longer valid] (accessed December 4, 2012).
MetLife, Inc. 2011. The MetLife Survey of the American Teacher: Preparing Students for College and Careers. https://www.metlife.com/assets/cao/contributions/foundation/american-teacher/MetLife_Teacher_Survey_ 2010.pdf (accessed December 6, 2012).
National Association of State Directors of Career Technical Education Consortium (NASDCTEc). 2011. “CTE and College and Career Ready Standards: Preparing Students for Further Education and Careers.” Silver Spring, MD. http://www.careertech.org/ (accessed December 4, 2012).
. 2012. “Introduction to the Common Career Technical Core.”
National Center for Education Statistics. 2008. Trends in International Mathematics and Science Study 2007. http://nces.ed.gov/timss/index.asp (accessed December 4, 2012).
National Governors Association, Council of Chief State School Officers, and Achieve, Inc. 2008. Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education. Washington, DC: National Governors Association. http://www.nga.org/files/live/sites/NGA/files/pdf/0812BENCHMARKING.PDF (accessed December 4, 2012).
31
MSS | California Career Technical Education Model Curriculum Standards
Nevada Department of Education. 2001. “Nevada Occupational Skills Standards: Marketing.” Carson City, NV. http://www.doe.nv.gov/.
North Dakota Department of Career and Technical Education. 2007. North Dakota Marketing Education: Content Standards. http://www.nd.gov/cte/services/standards/docs/ marketing-final-approved-Feb07.pdf [Link no longer valid] (accessed December 24, 2012).
Organisation for Economic Co-operation and Development (OECD). 2011. Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States. Paris, France. http://www.oecd.org/pisa/46623978.pdf (accessed December 4, 2012).
Owen Wilson, Leslie. 2006. “Dr. Leslie Owen Wilson’s Curriculum Pages: Beyond Bloom—A New Version of the Cognitive Taxonomy.” Stevens Point, WI: University of Wisconsin–Stevens Point. http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm (accessed December 4, 2012).
Public Broadcasting Service (PBS). 2012. PBS TeacherLine: Professional development for PreK–12 educators. http://www.pbs.org/teacherline (accessed December 4, 2012).
United States Department of Labor, Employment and Training Administration. 2009. “Secretary’s Commission on Achieving Necessary Skills.” http://wdr.doleta.gov/SCANS/ (accessed December 4, 2012).
University of Idaho, College of Education. 2009. “Idaho Entrepreneurship Standards and Learning Indicators.” http://www.educ.uidaho.edu/standards/2009/ID_Bus_Standards/ Entr.pdf [Link no longer valid] (accessed December 24, 2012).
. 2009. “Idaho Marketing Standards and Learning Indicators.”
WestEd, the California Department of Education, and the California Community Colleges Chancellor’s Office. 2008. 2008–2012 California State Plan for Career Technical Education. http://www.schoolsmovingup.net/cte/downloads/cteplan_122808.pdf (accessed December 5, 2012).
32 Published January 2017
Top Related