# CTE Resource Center - Verso - Digital and Social Media Marketing Task 1522831649

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explain essential terms and components related to digital and social media marketing.

Definition

Explanation should include defining terms such as the following:
  • Key performance indicators (KPIs)
  • Impressions
  • Landing page
  • Display
  • Cookies
  • Market segmentation
  • Retargeting/remarketing
  • Conversion rate
  • Click-through rate
  • Search engine marketing (SEM)
  • Search engine optimization (SEO)
  • Social media (e.g., Facebook, Twitter)
  • Digital marketing
  • Enhancement
  • Photo sharing sites (e.g., Instagram, Flickr)
  • Job/human resources sites (e.g., LinkedIn, Glassdoor)

Process/Skill Questions

  • For a digital marketing organization, how might the internet, extranet, and intranet work together?
  • Why would a digital marketing organization need to protect and restrict access to their internet, extranet, and intranet systems?
  • How might a digital marketing business use social media and email in marketing the business?
  • What is retargeting and how does it work?
  • What is the difference between SEM and SEO?
  • How can click-through rate provide valuable information to businesses?

Related Standards of Learning

English

9.3

The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
  1. Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.
  2. Use context, structure, and connotations to determine meanings of words and phrases.
  3. Discriminate between connotative and denotative meanings and interpret the connotation.
  4. Identify the meanings of common idioms.
  5. Identify literary and classical allusions and figurative language in texts.
  6. Extend general and specialized vocabulary through speaking, reading, and writing.
  7. Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

10.3

The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
  1. Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.
  2. Use context, structure, and connotations to determine meanings of words and phrases.
  3. Discriminate between connotative and denotative meanings and interpret the connotation.
  4. Identify the meanings of common idioms.
  5. Identify literary and classical allusions and figurative language in texts.
  6. Extend general and specialized vocabulary through speaking, reading, and writing.
  7. Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

11.3

The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
  1. Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.
  2. Use context, structure, and connotations to determine meanings of words and phrases.
  3. Discriminate between connotative and denotative meanings and interpret the connotation.
  4. Identify the meanings of common idioms.
  5. Identify literary and classical allusions and figurative language in texts.
  6. Extend general and specialized vocabulary through speaking, reading, and writing.
  7. Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

12.3

The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
  1. Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.
  2. Use context, structure, and connotations to determine meanings of words and phrases.
  3. Discriminate between connotative and denotative meanings and interpret the connotation.
  4. Identify the meanings of common idioms and literary and classical allusions in texts.
  5. Expand general and specialized vocabulary through speaking, reading, and writing.
  6. Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.

History and Social Science

GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. planning inquiries by synthesizing information from diverse primary and secondary sources;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. comparing and contrasting historical, cultural, economic, and political perspectives;
  4. evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;
  5. constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;
  6. explaining how cause-and-effect relationships impact political and economic events;
  7. taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;
  9. applying civic virtues and democratic principles to make collaborative decisions; and
  10. communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.

GOVT.6

The student will apply social science skills to understand local, state, and national elections by

  1. describing the nomination and election process, including the organization and evolving role of political parties;
  2. examining campaign funding and spending, including the impact of Supreme Court decisions, the nationalization of campaign financing, and the role of issue groups;
  3. analyzing the influence of media coverage, campaign advertising, public opinion polls, social media, and digital communications on elections;
  4. investigating and explaining the impact of reapportionment and redistricting on elections and governance;
  5. describing how amendments have extended the right to vote; and
  6. analyzing voter turnout in local, state, and national elections.

GOVT.9

The student will apply social science skills to understand the process by which public policy is made by

  1. defining public policy and determining how to differentiate public and private action;
  2. examining different perspectives on the role of government;
  3. describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;
  4. describing how the state and local governments influence the public agenda and shape public policy;
  5. investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
  6. analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
  7. devising a course of action to address local and/or state issues.

VUS.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;
  2. using geographic information to determine patterns and trends in Virginia and United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;
  4. constructing arguments, using evidence from multiple sources;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;
  6. explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and ethical use of material and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

VUS.13

The student will apply social science skills to understand the social, political, and cultural movements and changes in the United States during the second half of the twentieth century by

  1. explaining the factors that led to United States expansion;
  2. evaluating and explaining the impact of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver W. Hill, Sr., and how Virginia responded to the decision;
  3. explaining how the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Americans with Disabilities Act (ADA) had an impact on all Americans;
  4. analyzing changes in immigration policy and the impact of increased immigration;
  5. evaluating and explaining the foreign and domestic policies pursued by the American government after the Cold War;
  6. explaining how scientific and technological advances altered American lives; and
  7. evaluating and explaining the changes that occurred in American culture.

VUS.14

The student will apply social science skills to understand political and social conditions in the United States during the early twenty-first century by

  1. assessing the development of and changes in domestic policies, with emphasis on the impact of the role the United States Supreme Court played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule of law;
  2. evaluating and explaining the changes in foreign policies and the role of the United States in a world confronted by international terrorism, with emphasis on the American response to 9/11 (September 11, 2001);
  3. evaluating the evolving and changing role of government, including its role in the American economy; and
  4. explaining scientific and technological changes and evaluating their impact on American culture

WG.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities, and environments;
  2. using geographic information to determine patterns and trends to understand world regions;
  3. creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
  4. evaluating sources for accuracy, credibility, bias, and propaganda;
  5. using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
  6. explaining indirect cause-and-effect relationships to understand geospatial connections;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
  10. investigating and researching to develop products orally and in writing.

WG.16

The student will apply social science skills to analyze the patterns of urban development by

  1. applying the concepts of site and situation to major cities in each region;
  2. explaining how the functions of towns and cities have changed over time; and
  3. describing the unique influence of urban areas and challenges they face.

WHII.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events and life in world history;
  2. using geographic information to determine patterns and trends in world history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history;
  4. evaluating sources for accuracy, credibility, bias, and propaganda;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in world history;
  6. explaining how indirect cause-and-effect relationships impacted people, places, and events in world history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

WHII.14

The student will apply social science skills to understand the global changes during the early twenty-first century by

  1. identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including the role of social media and chemical and biological technologies;
  2. assessing the link between economic and political freedom;
  3. describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements; and
  4. analyzing the increasing impact of terrorism.