# CTE Resource Center - Verso - Digital and Social Media Marketing Task 1522831693

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Describe the components of an online marketing strategy and their uses.

Definition

Description should include identifying the following components and the uses of each:
  • Websites
  • Email
  • Social media
  • Blogs
  • Search engine marketing (SEM)
  • Search engine optimization (SEO)
  • Digital advertising
  • Communications and public relations
  • Content marketing
  • Streaming video
  • Mobile marketing

Process/Skill Questions

  • Are websites still the most important component of a digital marketing strategy? Why or why not?
  • How can blogs be used for digital marketing? How can SEM and SEO be used for digital marketing?
  • How can social media be used for digital marketing? How can businesses improve communication and public relations through digital marketing?
  • How can streaming videos be used for digital marketing?
  • What is content marketing and how is it used for digital marketing?
  • What are mobile marketing strategies to enhance customer interaction?

Related Standards of Learning

English

9.8

The student will use print, electronic databases, online resources, and other media to access information to create a research product.
  1. Use technology as a tool for research to organize, evaluate, and communicate information.
  2. Narrow the focus of a search.
  3. Find, evaluate, and select appropriate sources to access information and answer questions.
  4. Verify the validity and accuracy of all information.
  5. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
  6. Credit the sources of quoted, paraphrased, and summarized ideas.
  7. Cite sources of information, using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  8. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

10.8

The student will collect, evaluate, organize, and present information to create a research product.
  1. Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.
  2. Develop the central idea or focus.
  3. Verify the accuracy, validity, and usefulness of information.
  4. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
  5. Cite sources for both quoted and paraphrased ideas, using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  6. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

11.8

The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product.
  1. Use technology as a tool to research, organize, evaluate, and communicate information.
  2. Narrow a topic and develop a plan for research.
  3. Collect information to support a thesis.
  4. Critically evaluate quality, accuracy, and validity of information.
  5. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
  6. Synthesize and present information in a logical sequence.
  7. Cite sources for both quoted and paraphrased ideas, using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  8. Revise writing for clarity of content, accuracy, and depth of information.
  9. Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure.
  10. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

12.8

The student will write documented research papers.
  1. Use technology as a tool to research, organize, evaluate, and communicate information.
  2. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
  3. Critically evaluate the accuracy, quality, and validity of the information.
  4. Synthesize information to support the thesis and present information in a logical manner.
  5. Cite sources for both quoted and paraphrased ideas, using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  6. Revise writing for clarity, depth of information, and technique of presentation.
  7. Edit writing for language, spelling, punctuation, capitalization, syntax, and paragraphing as appropriate for standard English.
  8. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

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.7

The student will apply social science skills to understand the organization and powers of the national government by

  1. examining the legislative, executive, and judicial branches;
  2. analyzing the relationships among the three branches in a system of checks and balances and separation of powers; and
  3. investigating and explaining the ways individuals and groups exert influence on the national government.

GOVT.8

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by

  1. examining the legislative, executive, and judicial branches;
  2. examining the structure and powers of local governments (county, city, and town);
  3. analyzing the relationship between state and local governments and the roles of regional authorities, governing boards, and commissions;
  4. investigating and explaining the ways individuals and groups exert influence on state and local governments; and
  5. evaluating the effectiveness of citizen efforts to influence decisions of state and local governments by examining historical or contemporary events.

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

Other Related Standards

National MBAResearch Standards-Business Administration

Utilize information-technology tools to manage and perform work responsibilities.