Lesson Planning Guide - Mr. Wolschleger | Harrison … · Lesson Planning Guide Chapter 14 ... food, clothing, religion, history, art ... To which ethnic group do you belong? How

Lesson Planning GuideChapter 14A Diverse Marketplace

Chapter ObjectivesAfter studying this chapter, students will be able to• explain the impact of diverse markets.• describe fi ve factors that contribute to diversity.• list six major ethnic groups in the United States.• list four main social classes.• list four areas of major demographic changes.• list fi ve areas of major social changes.• explain the potential problem with stereotyping.

Review and AssessmentStudent TextReality Checks, pp. 170, 171, 172Chapter Review, pp. 179–181

Review Concepts, Think Critically, Connect to Business, Explore Careers, Connect to the Internet

Teaching ResourcesWB: Terms, Activity ATR: Chapter 14 Test, Reproducible Test MasterMEH: Activity Buffet—Assessment, Content Review, and GamesEV: ExamView® Assessment Suite CD

168A

Teaching ResourcesWB: Terms, Activity AMEH: Activity Buffet—Reading and VocabularyTR: Origins of Major Ethnic Groups in the United States, Master 14-1 (transparency)WB: Diversity on TV, Activity B

WB: Demographic Changes in Groups, Activity C (math)

TR: Doing Business in a Foreign Culture, Master 14-2 (project)

Student Text OutlineIntroductory Text

I. Cultural Differences A. Ethnic Groups B. Characteristics of Ethnic Groups C. Other Types of Cultures D. Marketing to Cultural GroupsII. Social ClassesIII. Demographic Changes A. Ethnic Groups B. Over 65 C. Single-Person HouseholdsIV. Social Changes A. Geographic Population Shifts B. Civil Rights C. Women’s Role D. Environmental Protection E. Health Consciousness F. Technology ExplosionV. International Trade

VI. Beware of Stereotyping

PROFILE: Ashley Sierra Reed

Termsmarket diversity

culturemulticultural societyethnic group

social classdemographic changes

stereotypecultural biasprejudicediscrimination

CH_14.indd Sec2:168CH_14.indd Sec2:168 7/2/2009 12:21:28 PM7/2/2009 12:21:28 PM

Business Administration and Marketing Performance Indicators

• Exhibit cultural sensitivity. (EI:033/CS)• Describe current business trends. (NF:013/SP)• Recognize personal biases and stereotypes. (EI:017/PQ)• Treat others fairly at work. (EI:036/PQ)

TM

DECAWork with your class to identify the ethnic groups of those students in the class and in the school. You might want to use Chapter 14 text

Figure 14-2 as an aid. Contact a DECA or other organization in another state, province, or territory that is willing to communicate with your group by Internet or U.S. Postal Service. Does the culture of that state or area affect DECA or school activities? For example, are the foods different? Are the fund-raising themes different? How is the culture of that group the same and different from yours? What accounts for the similarities? What accounts for the differences?

Key Activity: Target Your Customer (Part 3 Activity)The Target Your Customer activity involves students in determining the best target market for a marketing mix. They draw a product, place, and

promotion randomly from a collection of products, places, and promotions. Once they draw their marketing mix, they must fi gure out which customers would be able and willing to purchase the product in this mix. The team then makes an oral presentation of the marketing mix and their target market. Detailed guidelines for preparation and class management and a reproducible with student instructions are in the Teacher’s Resources.

168B


Have students look at the list of marketing terms. Ask, “Which terms do you already know?” Have students write the terms they know and their defi nitions in their vocabulary notebooks. Discuss the meanings and uses of these terms. Have students copy the textbook defi nition for each term. Discuss the similarities and differences between their defi nitions and the textbook’s defi nitions.

• WB: Chapter 14 Terms, Activity A. Use this activity to preview or review terms.

• For more vocabulary activities, see Activity Buffet—Vocabulary in the MEH.

• Have students read the objectives and predict what they will learn for each one. Then ask them to list the vocabulary terms that most likely go with each objective.

• For more prereading and reading activities, see Activity Buffet—Reading in the MEH.

Vocabulary Builder

Resources

Prereading Activities

In their journals, have students make two lists: (1) How I am similar to other people and (2) How I am different from other people. Have volunteers share their lists. Record the responses so all can see them. Help students include differences such as ethnic background, hobbies and sports, and amount of TV watched. Ask, “Are some people different in the same way? Can we group these people together and give the group a name?” Have students work in groups to come up with group descriptions and group names. Have groups present their groups and names. Ask, “How might marketers use these similarities, differences, and groups?” (Develop products for the specifi c groups, promote to the specifi c group.)

Introductory Activity

168

14 A DiverseA Diverse MarketplaceMarketplace

After studying this chapter, you will be able to

■ explain the impact of diverse markets.■ describe five factors that contribute to

diversity.■ list six major ethnic groups in the United

States.■ list four main social classes.■ list four areas of major demographic

changes.■ list five areas of major social changes.■ explain the potential problem with

stereotyping.

Marketing Termsmarket diversityculturemulticultural societyethnic groupsocial classdemographic changesstereotypecultural biasprejudicediscrimination

The marketplace has changed radically over the past 50 years. One of the markets in which this change is visible is the market for television programming. In the early 1950s, there were only three commercial networks. The programming on these three stations mostly focused on the lives of white, middle-class Americans. Today there are more than six commercial networks. Programming on these stations shows people from a wide variety of ethnic backgrounds. There are also a large number of cable and satellite channels. On these channels you will fi nd many shows that focus on a specifi c interest. For example, there are channels that show all news, all sports, all children’s programming, all comedy, all music videos, and so on. There are also channels that show programs featuring African Americans and channels that show programs in Spanish, Korean, and other languages.


What does diverse mean? (Different, made up of things that are different from each other.) Diverse is an adjective. Have students write sentences with the term diverse and share them. Have students come up with some synonyms and substitute them in their sentences. (Varied, different.) Diversity is a noun. What does diversity mean? (Condition or state of being diverse.) Have students use diversity in a sentence and compare these sentences with the previous ones. Have them substitute the synonym variety for diversity in their sentences.

Is your school diverse? Organize students into groups to discuss this question. Have them provide support for their answers. Remind them that ethnic differences are not the only factors that create diversity.

Organize students into groups. Have each group develop several types of groups that differ in some way that would be of interest to a marketer. Have the groups share their groups and combine or organize them so that there is a list of fi ve or six groups. Then have students organize themselves based on these groups. For example, one type of group could be “my favorite sport.” You would announce this type, then students would organize themselves into groups based on their favorite sport.

Vocabulary Builder

Critical Thinking

Cooperative Learning

Chapter 14 A Diverse Marketplace 169

The market for television programming is now much more diverse than it was in the 1950s. What is market diversity? Marketdiversity is a term used to describe a market made of groups of people with different needs and wants, 14-1. Market diversity creates opportunities in the marketplace. Five factors contribute to diversity in the U.S. market: (1) cultural differences, (2) social classes, (3) demographic changes, (4) social changes, and (5) international trade.

Cultural DifferencesCulture consists of ways of acting,

thinking, and feeling that are characteristic of a specifi c group of people. Culture may

include language, food, clothing, religion, history, art, etiquette, and values. A person’s culture is one of many characteristics that affect what a person needs, wants, and pur-chases. For example, the average American would buy a hamburger for a quick meal. The average Hindu would not, because in Hindu culture, people do not eat beef.

Culture is learned behavior. Children learn culture from their family, friends, school, religious institutions, and civic institutions. One of the many things children learn from their families is buying behavior.

The United States is often described as a multicultural society. A multicultural societyis a society consisting of people from many different cultures. A multicultural society is also called culturally diverse.

14-1

Markets are diverse when they consist of groups of people with different wants and needs.


TR: Origins of Major Ethnic Groups in the United States, Master 14-1 (transparency). This transparency is based on text Figure 14-2. Use it to present or review the origins of ethnic groups in the United States.

Before you go further in describing the characteristics of various cultural groups, have students record what they know (or think they know) about the various groups. Organize your class into groups, then assign each group an ethnic group to describe. You might try organizing the groups so that they get a group that they are not part of to describe. Save what the groups write to analyze for stereotyping when you reach that topic later in the chapter.

(Student response. I am Hispanic. I buy tortillas and tamales because that is our traditional food. I also buy Chinese food.)


Reality Check Answer

DECA offers Management Team Decision Making Events. The team consists of two members. Each member takes a comprehensive marketing exam, then the team is given a case study with a management problem to solve for a specifi c occupational category. Have students consult the DECA Web site or the DECA Guide to see the occupational areas offered. Have them decide which occupational area appeals to them. For students interested in competing, have them fi nd a partner to work with, then have them study the guidelines for this event.

Resource

Part 3 Marketplace Dynamics170

Ethnic GroupsDiverse markets often consist of

people from a variety of ethnic groups. An ethnic group is a group of people distinguished from other groups based on country of origin, language, and/or racial characteristics. The major ethnic groups in the United States are European American (often called White), African American (often called Black), Hispanic American (often called Latino), Asian American, Native American, and Arab American. Many marketers segment the U.S. market based on these groups. Such segmentation is easy to do because the U.S. Census Bureau collects statistics by racial/ethnic groups.

One thing to know about the various ethnic groups is that they are not homogeneous. (Homogeneous means made of only one kind of substance or unit.) Each of the major ethnic groups is composed of people who themselves (or their ancestors) came from a variety of cultures. For example, within the Asian American group, the Chinese culture is very different from the Indian culture. Figure 14-2 shows the

origins of the major ethnic groups in the United States.

To which ethnic group do you belong? How does your being a member of that group affect what you buy? Name a product you purchased recently because of that culture. Name a product that you purchased because it was from another culture.

✓✓ Reality CheckReality Check

Characteristics of Ethnic Groups

Ethnic groups vary in many ways. The most obvious are appearance and language. However, there are many other ways ethnic groups differ. These differences occur in food preferences, holidays, communication style, religion, codes of behavior, and values.

Marketers need to know about the characteristics of an ethnic group that they plan to target. However, information on ethnic groups is often inaccurate. Why?

Origin

Immigrants from European countries, such as England, Germany, Ireland, Italy, Poland, and Russia

African people from many different tribes, brought to America during the 1600s to the 1800s

Immigrants from Central America, Cuba, Mexico, Puerto Rico, and South America

Immigrants from Asian countries such as China, India, Japan, Korea, Philippine Islands, and Vietnam

Original North Americans from hundreds of different tribes, such as Arapaho, Cherokee, Hopi, Navajo, Seminole, Shawnee, Sioux, and Winnebago

Immigrants from Arab Middle Eastern countries such as Egypt, Iraq, Lebanon, Saudi Arabia, Syria, and Yemen

Origins of Major Ethnic Groups in the United States

Ethnic Group

European American

African American

Hispanic American

Asian American

Native American

Arab American

14-2

Ethnic groups in the United States derive from a variety of places.


Have students organize themselves into groups based on the ethnic groups in text Figure 14-2 and their own heritage. Have each group make a poster for their major group. The poster should include the main characteristics. Then they should determine which subgroups are represented, and add the characteristics for the represented subgroups. Save these posters for the discussion of stereotypes.

Organize an ethnic heritage day and have students bring in foods from their heritage to share and items from their cultures to show and explain.

What are the main ethnic groups in your country? List them and their percentages of the population. Describe the way of life and culture in your country. How is it different from or similar to the United States?

Organize students into groups. Have the groups brainstorm cultures that are not based on ethnicity. For each culture, have them write its name and a description.

(Student response. Teenage, Korean.)


Activity

InternationalBusiness Project




First, there is a great deal of variation within each ethnic group. An example of diversity within an ethnic group is the Asian American group. This group consists of more than 20 different ethnic groups. Each group has its own language, food preferences, religion, and values. A generalization about “Asians” probably does not apply to all the groups within the Asian group.

Second, the needs and wants of ethnic groups may change over time, especially the longer they are in the United States. For example, by the third generation after immigration, most Hispanic Americans speak only English. For another example, as members of an ethnic group become wealthier, they become more similar in their purchasing patterns to those of the upper social classes of the main culture.

In addition, when marketers research a market, they summarize their results in a generalization. For example, one marketer says that African Americans are bargain shoppers. This researcher is basing that generalization on a study that showed that 55 percent of African Americans describe themselves as bargain shoppers. However, 45 percent of African Americans do not describe themselves as bargain shoppers. If this marketer uses the generalization that African Americans are bargain shoppers, he must make sure that the African Americans he reaches are indeed the ones who describe themselves as bargain shoppers. His promotions might offend the 45 percent who do not see themselves as bargain shoppers.

The best way for marketers to learn about any group is to read the most recent research, do research of their own, and try out ideas on a sample of people from that group.

Other Types of CulturesThere are many cultural groups that are

not based on ethnicity. For example, there is a distinct teenage culture. There is also a

California culture, a Southern culture, and an East Coast culture, 14-3. When you enter the work world, you will notice the corporate culture of the place where you work. Some companies have a corporate culture that requires all employees to wear suits or other formal business attire. Other companies have a corporate culture that allows all employees to wear casual clothing. Employees in the fi rst corporate culture will buy suits and other formal business wear. Employees in the second corporate culture will not buy suits. Instead, they will buy business-casual clothing, such as khaki pants and sweaters.

A person can be a member of more than one culture. For example, a young person can be a member of the teenage culture and the Japanese culture.

Name two cultures that you are part of that are not an ethnic group.


14-3

There are many types of cultures that are not based on ethnicity.


A number of businesses have taken advantage of the demand for business-casual clothing. List some businesses that have done so. (Answers may vary. Old Navy, JC Penny, Target.)

Review the meaning of the terms market diversity, culture, multicultural society, and ethnic group. Answer questions 1–4 under Review Concepts and questions 1–4 under Think Critically at the end of the chapter.

Organize students into groups. Before you discuss text Figure 14-4, have groups develop their own social classes. Tell them to name and describe the social classes that they think exist in the United States. Have groups present their social classes. Then compare what the students developed with the text Figure 14-4.

(Student response. Fresh Prince of Bel-Air, Will Smith—working/lower class—clothing, speech, behavior; Banks family—upper class—clothing, speech, home, they have a butler.)

Critical Thinking

Review It Now




Marketing to Cultural Groups

Marketers are interested in cultural groups because they often have unique needs. If a marketer can learn about those needs and satisfy them, the marketer is likely to have a successful product. For example, in 1987, Hallmark Cards launched a new brand of greeting cards, Mahogany. These greeting cards were designed specifi cally to appeal to African Americans by depicting African Americans and using African American themes. This brand has been very successful.

For another example, the cultural change to a more casual work environment has led to an increase in demand for business-casual clothing. Over the past decade, the market for khaki pants has increased dramatically because so many businesses have adopted a casual dress code.

Social ClassesAnother factor that contributes to

market diversity is social class. Social classis the ranking of people based on wealth, education, ancestry, and power. It is also sometimes called socioeconomic class because the groups are often based on income level. Each society has its own class system. Some societies have a very rigid class system. In these societies, people are born into a certain class, and it is very diffi cult to move into another class.

The United States is often called a classless society; however, the United States does have social classes. The class system in the United States is not rigid. It is relatively easy to move from one class to another. Through education and personal effort, a person can reach a higher social class. Also, researchers do not always agree on the number and description of the classes.

Despite some disagreement, most researchers and marketers agree that social

class affects buying behavior. People in the same social class tend to have similar values, attitudes, and possessions. Social class can infl uence how people use credit and spend and save money. Figure 14-4 describes the four major social classes in the United States.

Think of some recent and classic TV shows. In which social class are the main characters? How do you know?


Demographic ChangesDemographics is the science of counting

the number of people in various categories and the analysis of that information. A censusis a count of the people in a country made by the government. In the United States, the U.S. Census Bureau takes a census every ten years. Among other categories, the U.S. Census Bureau counts the number of people in the various ethnic groups, income levels, and age groups.

Demographic changes are changes over time in the number of people in a demographic category. Four areas of recent demographic changes are (1) increase in the number and wealth of people in ethnic groups, (2) increase in number of people over 65, (3) increase in single-person households, and (4) geographic population shifts.

Ethnic GroupsOne area of demographic change is

the increase in the percentage of the U.S. population in the various ethnic groups. In 1950, 90 percent of the U.S. population was white. Only ten percent was black. The other ethnic groups were too small to make a signifi cant percentage. By the year 2000, more than 25 percent of the population


Have students write in their journals about their experiences with social class. What social class are they in? How do they know? What social class is their neighborhood? school? house of worship? How does social class affect their lives? Do they want to change their social class? What social class do they want to change to and how can they do it?

WB: Demographic Changes in Groups, Activity C (math). Students use data from the U.S. Census Bureau to calculate the percents of various ethnic groups in different years.

Tell students that the word demographic is made of two parts: demo- and -graphic. They will encounter this term and its parts again. Demo- comes from the Greek word demos, which means people. Ask students to name another word they know that comes from this word and explain the relationship. (Democracy—means government by the people.) Graphic comes from the Greek word graphos, which means written. Ask students to name another word they know that comes from this word and explain the relationship. (Graph—pictorial representation of an equation.)

Journal Writing

Resource

Vocabulary Builder


consisted of people of ethnic heritage other than white. The percentage of the ethnic population is expected to continue to grow.

The U.S. Census Bureau predicts that by the year 2050, nearly half the population will be of people with ethnic heritage, 14-5.

Class

Percent of Population

Income Level

Education

Occupations

Common Labels

Purchasing Patterns

Middle Class

32

High

College

Managers, teachers, small business owners, professionals

White collar

Good quality, occasional luxuries

Working Class

38

Medium

High school

Technicians, factory workers, service workers

Blue collar

Bargains, do-it-yourself

Lower Class

16

Low

High school or less

Unskilled workers, unemployed

Poor

Necessities, recycle discarded goods

Social Classes in the United States

Upper Class

14

Very high

Varies

Heads of government and business; professionals such as lawyers and doctors; celebrities

Rich

The best, luxuries

14-4

Although there is disagreement about the exact description of social classes in the United States, most researchers and marketers agree that social class affects buying behavior.

Demographic Changes in U.S. Ethnic Population

19502000

2050

Total Population150,697,000 Total Population

281,422,000 ProjectedTotal Population

403,686,000

White

Black

Hispanic

Asian

Native American

14-5

The ethnic composition of the United States has changed since 1950.

Source: www.census.gov. 2050 fi gures are projections.


Have you seen evidence of change in the ethnic composition of your neighborhood, city, or the United States? (Answers may vary. Signs in a foreign language, such as Spanish or Korean.)

Have students look in newspapers, magazines, and on the Internet and gather at least one example each of a product advertised to a specifi c ethnic group, the over 65 group, and the single-person household group. Have them display the ads in a poster.

Critical Thinking

Review the meaning of the terms social class and demographic changes. Answer questions 4–7 under Review Concepts and questions 5–7 under Think Critically at the end of the chapter.

Activity

Review It Now


Along with the increase in numbers, the buying power of the ethnic groups has also increased. For example, since 1990, spending by African American consumers has increased by 54 percent. In 2000, African Americans spent about $400 billion, Hispanic Americans spent about $270 billion, and Asian Americans spent about $220 billion. These groups and their spending power are continuing to grow and represent growth in market opportunities.

Over 65The number of people over the age of

65 has increased from 12.3 million in 1950 to 35 million in 2000. By the year 2050, the number is expected to increase to 80 million. This demographic change is having a major impact on U.S. markets. Many retired adults have the time and money to spend on travel and other leisure activities. Many are looking for retirement communities. In general, people over 65 need more health care services and medicines. As a result, marketing opportunities have been growing in the areas of health-care services, recreation, tourism, retirement housing, cosmetic products, and cosmetic surgery.

Single-Person HouseholdsBetween 1970 and 2000, the percentage

of single-person households increased from 17 percent to almost 26 percent. Single people have different wants and needs from couples and families with children. Singles tend to spend less on furniture and appliances, but more on restaurant meals, travel, entertainment, and recreation. This demographic change results in more marketing opportunities for businesses in hospitality, entertainment, and recreation.

Geographic Population ShiftsThe U.S. population continues to change

and shift over time. Ethnic make-up, life spans, most popular places to live, and norms of each generation continually evolve. An awareness of these shifts will infl uence marketing options for businesses. With continuous research of geographic areas, businesses can better target the populations to serve.

During the 20th century, there were two major geographical shifts in the U.S. They include• A Shift Toward Metropolitan Living. By

2000, 80 percent of the population had shifted to metropolitan living—mostly to suburbs rather than central cities.

• A Directional Shift to the West and South. Population shifts to the south and west were due in part to warmer climates and huge untapped labor resources in those areas. The lower cost of living is another important factor for this change.The next ten years hold a promise—and

a challenge—for the U.S. A wave of rapid change will occur in several key areas. As baby boomers age, geographical shifting will continue to happen. Population shifting will also occur within each state’s boundaries. Increasing immigration—particularly from Africa, Central America, and Mexico—will impact all regions of the U.S. Businesses with up-to-date market research will be in a position to pursue marketing opportunities resulting from these changes.

Social ChangesThe second half of the twentieth century

was a time of great social change in the United States. Five major areas of social change are (1) civil rights, (2) women’s role, (3) environmental protection, (4) health


With a social studies or history teacher, have students do a research project on the Civil Rights Movement. First, hold a discussion to help students understand what civil rights are. Then have students research and describe situations in which African Americans did not have civil rights and what was done to give them civil rights in that situation. Help students choose different situations. Then have students report on their situation and its solution. After students have heard all the reports, have them write an essay on the value of the Civil Rights Movement.

Give students fi ve minutes to list all the products they can think of that are specifi cally aimed at working women. (Child care, frozen meals, take-out meals.)

Lifelong Learning

Social Studies/History

Activity


consciousness, and (5) an explosion of technology. These changes had major impacts on business and marketing.

Civil RightsAt various times in U.S. history, the civil

rights of various ethnic and cultural groups have been denied. As a result of the Civil Rights Movement in the 1950s and 1960s, the civil rights of all Americans, regardless of race, religion, ethic background, or disability were confi rmed. Equal opportunity was confi rmed in the areas of education, employment, housing, and voting. The major law passed to protect these rights was the Civil Rights Act of 1964.

As a result, many members of ethnic groups and minorities took these opportunities to get an education, get better jobs, and get involved in governing the country through running for and winning political offi ce. These efforts were rewarded with higher incomes and more visibility in the society. It was also during this time that many ethnic entertainers, writers, and sports fi gures gained great fame and fortune. Examples include Oprah Winfrey, Sammy Sosa, and Kristi Yamaguichi. Members of ethnic groups also won political offi ces such as senator, mayor, and governor. Carl Stokes in Cleveland, Ohio, and Richard Hatcher in Gary, Indiana, became the fi rst African American mayors of large cities in 1967.

These changes had a major impact on marketing. First is the increase in buying power, mentioned in the earlier section “Ethnic Groups.” Second is the visibility of ethnic celebrities. Many were hired by large corporations to help advertise their products. Many people with ethnic heritage participated in the creation of the huge rock and roll music industry and then the rap and hip-hop music industries. Through the increased visibility and increased wealth, ethnic celebrities infl uenced fashion, language, politics, and marketing.

Women’s RoleMany women were involved in the

Civil Rights Movement. They began to see that they were discriminated against in the workplace. There were also barriers in higher education and in seeking political offi ce. The women’s movement of the 1960s and 1970s resulted in many laws that increased women’s equality in the workplace and in education. In addition, a variety of social welfare laws made it easier for women to combine work and child rearing.

Even though the Equal Rights Amendment to the U.S. Constitution has not been ratifi ed, the other laws greatly improved women’s opportunities. The greatest impact was the increase in the number of women in the workforce. In 1950, only 24 percent of married women worked outside the home. By 2000, more than 62 percent of married women were working outside the home, 14-6.

14-6

More women are working outside the home.

The trend in the United States is toward increasing diversity. Encourage students to continue to learn as much about different cultures as they can. Getting to know people from different cultures will help them understand others and can contribute to solving problems locally, in your state, the nation, as well as the world. Have them brainstorm ways they could continue to learn about other cultures throughout their lives.


Organize students into groups. Each group will research the following question by doing a survey: Are teens health conscious? Students should fi nd out what health concerns students have. Once they fi nd out, they should develop a product (good, service, or idea) to meet those needs. The health or science teacher can help students focus on health concerns, such as information about diseases. Products can include educational campaigns. Each group will present the results of their survey and the product they developed.

What are the social issues in your country? Is there an issue of civil rights among various ethnic groups? What is the status of women? Are there laws on environmental protection? Are the people health conscious? How will the answers to these questions affect what you decide to sell in that country?

TR: Doing Business in a Foreign Culture, Master 14-2 (project). Students choose a country and research the impact of the country’s culture on doing business in that country. Students may use the same country as they chose for their International Business Project. Information is collected and displayed in poster form.

Organize students into groups. Have the groups list as many environmentally friendly products or activities as they can. Have the groups share their products.


Because more women are working outside the home, women’s buying power has greatly increased. The impact on marketing was the development of products and promotions specifi cally aimed at women. In addition, products and services were developed to meet the needs of busy women who no longer had the time to do the household chores.

Environmental ProtectionThrough most of the history of the

United States, most people thought the environment had infi nite quantities of resources. However, during the second half of the twentieth century, people began realizing that the quantities of important resources were limited. They also realized that pollution was damaging the environment, and that air and water supplies were becoming unhealthful. These realizations resulted in national laws requiring industry to control pollution. A list of environmental laws appears in Chapter 5, Figure 5-5. The cost to control pollution was often passed on to the consumer.

In addition, many consumers decided that they wanted products that protect the environment, and they were willing to pay more money for them. One of the most famous and successful consumer protests was the campaign against the use of Styrofoam packaging by McDonald’s Restaurants. Nationwide consumer protests convinced the McDonald’s Corporation to phase out the use of Styrofoam and substitute more environment-friendly packaging.

Health ConsciousnessDuring the second half of the twentieth

century, people began to realize that their behavior and food intake have a great impact on their health. Consumers wanted to be healthier and to lose weight. Smart marketers took advantage of this social

change, and began providing products to meet these needs, 14-7. The market for more healthful food products increased. The sales of herbs, herbal remedies, vitamins, and dietary supplements have also increased. The diet industry grew. The market for exercise equipment and health clubs also grew.

Technology ExplosionConducting business via computers

and the Internet is an everyday way of life for many Americans. Many refer to the vast impact of technology as a technology explosion. Sweeping changes in technology use also had great impact on the global economy. Businesses and governments became more and more dependent on technology.

Less than 20 years ago, retail customers communicated with businesses by visiting stores, making phone calls, or using pen and paper. Many ways to communicate now exist, especially in the Internet and

14-7

Health consciousness is another major trend.

InternationalBusiness Project

Resource

Health/Science



WB: Diversity on TV, Activity B. Students are asked to choose a favorite classic or current TV show and analyze the main characters for ethnic background, social class, and stereotyping.

Organize students into groups. Have each group develop a survey to fi nd out whether adults have stereotypes of teens. Each group should survey at least ten adults. When students have their results, they should discuss them within their group, then have the groups share what they have found. They can use this information to answer the Reality Check on this page.

Organize students into the groups in which they did the activities on pages 170 and 171. Have them share their descriptions of the cultural and ethnic groups. Analyze these descriptions for stereotyping.


wireless markets. For example, advances in technology allow businesses to have virtual face-to-face contact with customers.

Initially, changes in customer communication channels were used to cut costs and increase marketers’ effi ciency. Other benefi ts were soon discovered. For example, faster and farther-reaching communication devices altered the ways marketers held meetings or attended conferences. As technology continues to shape the workplace, it will also continue to impact the way marketers do business with customers.

International TradeMarketers are always looking for

growing markets. Many markets in the United States are not growing or are growing very slowly. However, the markets in many foreign countries are growing quickly. Therefore, many marketers are looking to sell their products in foreign countries. International trade adds diversity to markets for U.S. businesses because foreign countries usually have very different cultures.

For example, the majority of people in India are of the Hindu religion. The Hindu religion believes that cows are sacred animals and should not be eaten. Very few people in India eat beef, and many are vegetarians. When McDonald’s decided to open restaurants in India, it learned that McDonald’s hamburgers would not sell well there because most Indians do not eat beef. McDonald’s developed a new menu that Indians would enjoy.

Beware of StereotypingMarketers have an ethical obligation to

avoid negative stereotyping, cultural bias, prejudice, and discrimination. A stereotype is an oversimplifi ed view of a group of people. A stereotype often takes one characteristic, exaggerates it, and assumes that all members of a group have that characteristic. Marketing

messages often work best when they are simple. As a result, marketers often use stereotypes. Stereotypes can be positive, neutral, or negative. Whether a stereotype is positive or negative often depends on how the observer responds to the stereotype.

Stereotypes tend to be negative when they are based on wrong information or exaggerate one aspect of a group of people. For example, women are often used in ads in the role of housewife. This role ignores all the other roles women may have, such as plumber, lawyer, or entrepreneur. Because ads are so visible in our society, such one-sided presentations affect the way people think about what women can do.

Cultural and ethnic groups usually have cultural bias. A cultural bias is the belief that a person’s own culture or ethnic group is the best. Cultural bias is also called ethnocentrism.Pride in your own cultural group is positive. However, cultural bias is negative if it leads you to treat members of other cultures unfairly or with violence. Cultural bias often leads to prejudice. Prejudice is hostility toward a group of people. It is often based on a negative stereotype.

Prejudice often leads to discrimination. Discrimination is the unfair treatment of individuals based on prejudice. Discrimination is illegal in the United States. The Constitution of the United States and laws such as the Civil Rights Act of 1964 and others guarantee all citizens equal rights before the law, regardless of race, national origin, religion, gender, or physical or mental disability. Some of these laws are listed in Chapter 5, Figure 5-3.

Businesses that avoid stereotypes, biases, and discrimination may fi nd that they have more success. These businesses often have a policy to pursue diversity. These businesses make a point of hiring people from diverse backgrounds. The workers from diverse backgrounds enable the company to understand and meet the needs of customers from diverse backgrounds.

(Student response. Self-centered—negative, full of energy—positive.)

Review the meaning of the terms stereotype, cultural bias, prejudice, and discrimination. Answer questions 8–11 under Review Concepts and question 8 under Think Critically at the end of the chapter.

Resource




Review It Now


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The sky is the limit when you are as passionate as Detroit, Michigan native Ashley Sierra Reed, 22. Reed has put original, creative, and quality clothing back into the fashion industry. Ashley Sierra Reed is the passionate and talented designer of ASR Collection Inc. ASR was established in 2001 and has evolved from a high school hobby of Reeds’ into an up-and-coming fashion sensation.

Recognized EntrepreneurReed is a recent retailing graduate of

Michigan State University. She has also completed her final year at the prestigious Fashion Institute of Technology, majoring in fashion merchandising and management. The young “fashionista” has been featured in various publications such as Business Week as one of their Finalists for Best Young Entrepreneurs of 2007, Right On! Magazine, Detroit News, and was featured at various fashion shows.

Vintage and Up-to-Date MixThe customized clothing line mixes

vintage and present icons and concepts

Ashley Sierra ReedShining Star of ASR Collections

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with the trends and styles that display one’s individuality and self-expression. The ASR Collection is currently made up of graphic tees, hoodies, and dresses—and the line is still expanding.

Celebrity AppealAlthough ASR might be an up and

coming clothing line, it has caught the attention of and graced such music industry and fashion icons as Kanye West, Chris Brown, Ne-Yo, Lil Wayne, and Regina King just to name a few. Not everyone can say that they have their own successful clothing line, two college degrees, and celebrity clientele at the tender age of 22. Everyone is capable of dreaming, but only a few actually make their dreams a reality. Visit Ashley’s Web site at www.asrcollection.com to view her collection.

What clothing brand is hot today? Use Internet and library resources to research the company that makes that clothing. Who started the company? How did it get started? What products does it sell and why are they so popular? Students should organize the information in a PowerPoint presentation or a poster. Have students present their companies to the class. After the presentations, discuss these questions: What made these companies successful? What does it take to start a business? Do you have an idea for a product that might be successful? Describe the product and why you think it could be successful.

Ask students to answer the following questions in their journals: How do you think the success of ASR Collection Inc. would be different if Ashley’s fashions had not caught the eye of numerous fashion and music icons? What do you think is appealing about the vintage and present style-trend mix in the ASR clothing line? What dreams do you have for a business of your own? How can you make your dreams become reality?

Journal Writing

Activity


http://www.asrcollection.com

Chapter 14 ReviewChapter 14 Review

Remember This

■ Market diversity creates opportunities in the marketplace.

■ Five factors contribute to market diversity in the United States: (1) cultural differences, (2) social classes, (3) demographic changes, (4) social changes, and (5) international trade.

■ A person’s culture is one of many characteristics that affect what a person needs, wants, and purchases.

■ The six main ethnic groups in the United States are themselves made of people who are from a variety of cultures.

■ Social class affects buying behavior.■ Recent demographic changes are

(1) increase in the number and wealth of people in ethnic groups, (2) increase in number of people over 65, (3) increase in single-person households, and (4) geographic population shifts.

■ Five major areas of social change are (1) civil rights, (2) women’s role, (3) environmental protection, (4) health consciousness, and (5) an explosion of technology.

■ International trade adds diversity to markets for U.S. businesses because foreign countries usually have very different cultures.

■ Marketers have an ethical obligation to avoid negative stereotyping.

Review Concepts

1. Why are marketers interested in market diversity?

2. Why is the United States often described as a multicultural society?

3. True or False. The Hispanic American ethnic group is homogeneous. Explain your answer.

4. How can a marketer learn about an ethnic group?

5. Why are marketers interested in social class?

6. What kind of information can a marketer get from the U.S. Census Bureau?

7. Why are marketers interested in demographic changes?

8. How can social changes affect the marketplace?

9. How does international trade make the marketplace more diverse?

10. Why do marketers often use stereotypes? 11. How can stereotypes and cultural bias

lead to negative behavior?

Think Critically

1. What would the opposite of a multicultural society look like?

2. Name one of your characteristics that is a result of your culture. Describe how that characteristic became part of your personality.

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1. Market diversity creates opportunities in the marketplace.2. The citizens of the United States are from a variety of cultures.3. False. The Hispanic American ethnic group consists of people from a variety of different cultures, such as the Mexican, the Cuban, and the Puerto Rican.4. Read the most recent research, do your own research, and try out your ideas on a sample from the ethnic group.5. Social class infl uences what people buy.6. Changes in the number of people in various demographic categories, such as age, ethnic group, and income levels.

Review Concepts Answers

7. Demographic changes can lead to changes in the market.8. Civil Rights and the Women’s Movement led to new groups of people having more money and more infl uence on society. The environmental movement and health consciousness led to demand for new kinds of products.9. People from foreign countries usually have different cultures.10. Marketing messages often work best when they are simple. A stereotype is an over-simplifi ed view of a group of people.11. Stereotypes and cultural bias can lead to prejudice, that is, hostility toward a group of people. Prejudice can lead to discrimination or even aggressive behavior toward a group.


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Chapter 14 ReviewChapter 14 Review

3. Marketers think that there is a teenage culture. Describe the characteristics of teen culture.

4. Why are marketers interested in various cultural groups?

5. Draw conclusions about whether or not the United States is a classless society. Explain your answer.

6. How might a person move from the working or middle class to the upper class? Give at least one example of a person who has done so.

7. How can demographic changes lead to changes in the market?

8. Imagine that you are a marketer who realizes that consumers want to be healthier. List four products that you could develop to meet this need and want.

Connect to Business

1. Talk with the manager at your workstation or the owner or manager of a local business or store department. Find out whether cultural diversity, demographic changes, or social changes have had an impact on the business.

2. Collect job applications from a number of businesses, such as fast-food restaurants and retail stores. How do these businesses let you know that they do not discriminate? Make a poster that displays this part of the applications, and explain what the statements on the applications mean.

3. Use the Internet or the library to fi nd information about corporate diversity programs. Possible Internet search phrases include “diversity initiatives programs” and “diversity training programs.” You might also search the Web sites of some corporations to fi nd out what their positions are on diversity and what kinds of diversity programs they have.

Explore Careers

1. Because of diversity, many companies deal with people who speak another language. Often interpreters and translators are needed to conduct business. Do you speak another language or do you enjoy learning languages? A career as an interpreter or translator might appeal to you. Learn about careers as an interpreter or translator by reading the article in the Occupational Outlook Handbook,available in libraries or online at www.bls.gov/OCO/. Then fi nd out which languages are in most demand. Visit a job search Web site, such as www.monster.com. Use the keywords “translator” and the language you speak to search for a job. Make a list of the types of jobs that require the knowledge of this language. Choose a job that appeals to you. What are the qualifi cations for the job? What does a person in the job do? Would you like this job? Explain why or why not.

MEH: Activity Buffet—Content Review, Games, and Vocabulary. Use activities from these buffet categories to review chapter content and vocabulary.

Select from various assessment options: Chapter 14 Test, Reproducible Test Master in the TR; Activity Buffet—Assessment in the MEH; and the ExamView® Assessment Suite CD.

Resources Review

Resources Assessment

What does it take to become fl uent in a foreign language? Invite one of the foreign language teachers to discuss how people learn foreign languages and what is involved in being a translator.

Foreign Language


http://www.bls.gov/OCO/

http://www.monster.com

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2. Diversity issues as well as hiring are handled by the human resources department of a business. What does a human resources manager do? Visit a job search Web site, or search your local newspaper want ads. Search for a job in human resources that appeals to you. What are the qualifi cations for the job? What does a person in the job do? Would you like this job? Explain why or why not.

Connect to the Internet

1. Many advertising and marketing agencies specialize in ethnic markets. Choose an ethnic market. Use the Internet to fi nd a company that specializes in marketing to that market. Describe the company. How does it help businesses reach that particular ethnic market?

2. Visit the Web site of the U.S. Equal Employment Opportunity Commission (www.eeoc.gov). Find a story about a company that discriminated against its employees. Read the story. In your own words, describe what happened to the employees, how the company reacted, why the problem was brought to the EEOC, and the resolution.

3. Visit the Web site of a major corporation that sells consumer products. Search the corporate information link to learn what the business does to encourage diversity. Some corporations have specifi c “Diversity” links. For example, Mitsubishi’s Web site (www.mitsubishicars.com) has a link “Company,” which leads you to a page with general company information and more links. One of the links is “Diversity.” Describe the company’s defi nition of diversity and what the company is doing to promote diversity.

Work with the psychology instructor to present a lesson on the psychological basis of discrimination and prejudice. Arrange for an experienced facilitator to moderate a discussion of students’ experiences of discrimination, how to respond to discrimination, and how to help prevent discrimination.

Arrange with the appropriate person from your guidance or social work department to carry out diversity and sensitivity training with your students.

Work with the Family and Consumer Sciences instructor to plan a lesson on being health conscious. Discuss goals of being health conscious and what foods to eat and what foods to eat sparingly. Show how foods from different cultures provide healthy nutrition. Discuss new products on the market to help people be health conscious.

Psychology

Guidance/Social Work

Family andConsumer Sciences

Pair up students who do not do well on tests with students who do excellent work. Try to fi nd a situation in which the tables can be turned, and students who needed help can become the ones that understand and help the excellent students.

Meeting Special Needs


http://www.eeoc.gov

http://www.mitsubishicars.com

Lesson Planning Guide - Mr. Wolschleger | Harrison … · Lesson Planning Guide Chapter 14 ... food, clothing, religion, history, art ... To which ethnic group do you belong? How

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