Marketing Means More - Kentucky Department of Agriculture

Transcription

Marketing Means More
Description/Organizer:
This lesson will help students understand the
process of marketing and the importance of marketing
Kentucky products in retail stores. Why is marketing
crucial to the sale of Kentucky products?
Background Information:
How many times do you look on the back of your
canned goods or check the stickers of your fresh fruits and
vegetables to see where your groceries were processed or
grown? Do you know where your food comes from? If
you knew there was a high-quality product that was grown
or manufactured in Kentucky, would you buy this product?
There is a growing trend in our country to buy
products that are locally grown or made. Not only does
buying a product that originated locally encourage growth
in our state and local economy, it also often means you are
getting healthier and tastier food! Yet, how many times
have you walked right down the aisle not knowing whether
any of the products you are buying are from our own state?
The purpose of this lesson is to help students
understand the steps taken by entrepreneurs as they market
a product, as well as the benefits for businesses and
consumers alike.
LEVEL: Grades 3 – 5
SUBJECTS: Social Studies
(Economics)
BRIEF DESCRIPTION: Students
will understand the process of
marketing and the importance of
marketing Kentucky products in
retail stores.
STUDENT OBJECTIVES:
• Students will find out
which products are grown
or manufactured in
Kentucky.
• Students will create an
advertisement to post in a
local grocery store.
• Students will learn about
the process of marketing a
product in a retail store.
ESTIMATED TEACHING
TIME:
Session One: 15 minutes
Session Two: 30-45 minutes
Session Three: 30-45 minutes
Session Four: 30-45 minutes
RELATED LESSONS:
• The Power of the
Neighborhood Market
Academic Expectations:
1.11 Students write using appropriate forms, conventions, and styles to communicate
ideas and information to different audiences for different purposes.
2.18 Students understand economic principles and are able to make economic
decisions that have consequences in daily living.
2.22 Students create works of art and make presentations to convey a point of view.
2.30 Students evaluate consumer products and services and make effective consumer
decisions.
Program of Studies:
Big Idea: Economics
Primary Enduring Knowledge – Understandings
Students will understand that
• The basic economic problem confronting individuals and groups in our
community today is scarcity; as a result of scarcity economic choices and
decisions must be made.
• A variety of fundamental economic concepts (e.g., supply and demand,
opportunity cost) impact individuals, groups and businesses in the community
today.
• Markets enable buyers and sellers to exchange goods and services.
• Economic institutions are created to help individuals, groups and businesses in the
community accomplish common goals.
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KY Dept. of Agriculture
Individuals, groups and businesses in the community demonstrate
interdependence as they make economic decisions about the use of resources
(e.g., natural, human, capital) in the production, distribution, and consumption of
goods and services.
Big Idea: Economics
Grade 4 Enduring Knowledge – Understandings
• The basic economic problem confronting individuals and groups in Kentucky
today is scarcity; as a result of scarcity, economic choices and decisions must be
made.
• A variety of fundamental economic concepts impact individuals and groups.
• Markets enable buyers and sellers to exchange goods and services.
• Individuals, groups and businesses demonstrate interdependence as they make
economic decisions about the use of resources (e.g., natural, human, capital) in
the production, distribution, and consumption of goods and services.
Big Idea: Economics
Grade 5 Enduring Knowledge – Understandings
• The basic economic problem confronting individuals, groups and businesses in
the United States today is scarcity: as a result of scarcity, economic choices and
decisions must be made.
• A variety of fundamental economic concepts (e.g., supply and demand,
opportunity cost) impact individuals, groups and businesses in the United States
today.
•
Core Content:
SS-EP-3.1.1 - Students will define basic economic terms related to scarcity (e.g.,
opportunity cost, wants and needs, limited productive resources – natural, human,
capital) and explain that scarcity requires people to make economic choices and
incur opportunity costs. DOK 2
SS-04-3.1.1 - Students will describe scarcity and explain how scarcity requires
people in Kentucky to make economic choices (e.g., use of productive resources –
natural, human, capital) and incur opportunity costs. DOK 2
SS-05-3.1.1 - Students will describe scarcity and explain how scarcity required
people in different periods in the U.S. (colonization, expansion, 20th century to
present) to make economic choices (e.g., use of productive resources – natural,
human, capital) and incur opportunity costs. DOK 2
SS-EP-3.4.1 - Students will define basic economic terms related to production,
distribution and consumption (e.g., goods and services, wants and needs, supply and
demand, specialization, entrepreneur) and describe various ways goods and services
are distributed (e.g., by price, first-come-first-served, sharing equally). DOK 2
SS-04-3.4.1 - Students will describe production, distribution and consumption of
goods and services in regions of Kentucky and the U.S. DOK 2
SS-05-3.4.1 - Students will describe production, distribution and consumption of
goods and services in the history of the U.S. (colonization, industrialization, 20th
century to present). DOK 3
SS-EP-3.4.2 - Students will describe how new knowledge, technology/tools, and
specialization increases productivity in our community, state, nation and world.
2
SS-04-3.4.2 - Students will describe how new knowledge, technology/tools and
specialization increases productivity and promotes trade between regions of Kentucky
and the United States (e.g., Midwest – corn, South – citrus).
SS-05-3.4.2 - Students will describe how new knowledge, technology/tools and
specialization increase/increased productivity in the U.S. (colonization,
industrialization, 20th century to present). DOK 3
Concepts:
marketing, advertising, processing, manufacturing, scarcity, opportunity cost, goods and
services, supply and demand, specialization, entrepreneur, productive resources (natural, human,
capital)
Prepare:
• Bring a jar of Jif peanut butter, Ragu spaghetti sauce and a jar of Five Brothers Alfredo
sauce to display.
• Paper for drawing an illustration for every two students.
• Students will need pencils, crayons, and/or markers.
• Poster board for groups of students to create advertisement signs.
• Copy of the open response questions (page 11) for each student. (Rubric is on page 9.)
•
Essential Questions:
1.
What is special about a Kentucky-grown product?
2.
Why is it a challenge for producers to market Kentucky-grown products?
3.
Will purchasing Kentucky-grown products have an impact on the future of Kentucky
agriculture and why?
Teach:
SESSION 1. WHAT IS IN COMMON HERE?
Display a jar of Jif peanut butter, a jar of Ragu spaghetti sauce, and a jar of Five Brothers
Alfredo sauce. (These are only examples; you can use different items.) Ask students to guess
what these three items have in common and what they have to do with today’s lesson. After
accepting several responses, tell students that these products were manufactured/processed in
Kentucky. Jif is manufactured in Lexington, Kentucky and the spaghetti and Alfredo sauces
were made in Owensboro, Kentucky. However, these companies only manufacture/process the
product – they don’t actually obtain the raw ingredients from Kentucky used in the products.
Other Kentucky companies, such as Weisenberger Mills in Midway, Kentucky, and WindStone
Farms in Paris, Kentucky actually grow and purchase the raw ingredients from other Kentucky
growers. They then process those ingredients into their Kentucky product. Weisenberger Mills is
five generations old and one of the oldest family businesses in Kentucky. It has a grain mill that
makes pizza crust mix, muffin mixes, flour, spoonbread mixes and much more. Weisenberger
Mills’ products are in many supermarkets across the state. WindStone Farms sells its jams
nationwide in Wal-Mart and Kroger.
SESSION 2. WHAT WOULD YOU DO?
Use the “What Would You Do?” scenario (page 8) to guide the next activity. Allow
students to choose partners. Students will work together to create a process for marketing a
value-added product they are making from their dairy farm. Students should create an
illustration or cartoon series to show the steps they would take to market this product. For
3
instance, students should decide the following: what their product is, manufacture and prepare
this product, take this product to business owners to allow them to assess or try the product,
continue this process until businesses agree to sell their product, then advertise their product.
SESSION 3. A SUCCESSFUL KENTUCKY ENTREPRENEUR
Read about Kenny’s Farmhouse Cheese together with students (page 10). After reading
the selection, use these questions to compare what they learned about this Kentuckian’s business
strategies.
• How was your strategy similar to Kenny’s strategy?
• What are some steps he took that made him successful?
• What was his opportunity cost to begin his venture into making cheese?
• How has Kenny’s Farmhouse Cheese expanded as a result of marketing the product in
retail stores? (It has expanded by 50 percent each year).
SESSION 4. IT’S YOUR TURN!
Have students make a poster or sign to advertise Kentucky-made products. Find a few
supermarkets in your community that are willing to display these posters around the area where
these products are sold. Remind them that this is free advertising right inside their store!
Assessment:
• Use the rubric (page 9) to score posters and signs created in the last activity.
• Use the open response (page 11) to assess student understanding of the concepts covered
in the lesson and the rubrics (pages 9 and 12) to score their answers.
Connect:
• COMMUNITY CONNECTIONS: Take a field trip to the supermarket and have a
scavenger hunt to find all the Kentucky-made products.
• Invite parents in to have a cooking show. Have parents use only products from
Kentucky. Or have students put on a cooking show for parents using Kentucky products.
• Have a “Taste of Kentucky” day at your school and invite area businesses to have a
display. Allow students in your class to sample products that are made from Kentucky
products.
• SOCIAL STUDIES: Have students research to find where products are made in
Kentucky. Next, have students use the Kentucky county map on page 17 to place
symbolic pictures of those products at the location from where they originated.
• WRITING: Have students write a how-to piece using a Kentucky recipe or on making a
craft that is native to Kentucky or uses only Kentucky products.
Teacher Resources:
• Ice Cream (Elisha Cooper) With the leisurely pace of a herd of cows ambling to the barn
at sundown, Cooper begins his detailed account of how ice cream is made.
•
Life on a Cattle Farm (Judy Wolfman) Life on a Farm series. A young person who lives
and works there describes the breeding and birth for the animal farm. Readers interested
in farm life will get a good sense of the pleasures and the work involved.
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•
Life on a Chicken Farm (Judy Wolfman) Life on a Farm series. In each photo-essay, a
child narrator talks about his or her life living and working on a family farm. Captioned
color photos and an informative text follow the farm activities, including many aspects of
the operation.
•
Life on a Crop Farm (Judy Wolfman) Life on a Farm series. A young person who lives
and works on a farm describes the planting and harvesting. Readers interested in farm
life will get a good sense of the pleasures and work involved.
•
Life on a Dairy Farm (Judy Wolfman) Life on a Farm series. In each photo-essay, a child
narrator talks about his or her life living and working on a family farm. Captioned color
photos and an informative text follow the farm activities, including many aspects of the
operation.
•
Life on a Goat Farm (Judy Wolfman) Life on a Farm series. A young person who lives
and works there describes breeding and birth on the animal farm. Readers interested in
farm life will get a good sense of the pleasures and the work involved.
•
Life on a Horse Farm (Judy Wolfman) Life on a Farm series. A young person who lives
and works there describes breeding and birth on the animal farm. Readers interested in
farm life will get a good sense of the pleasures and the work involved.
•
Life on a Sheep Farm (Judy Wolfman) Life on a Farm series. In each photo-essay, a
the operation.
•
Life on an Apple Orchard (Judy Wolfman) Life on a Farm series. In each photo-essay, a
the operation.
•
Farmer Brown Shears His Sheep: A Yarn about Wool (Teri Sloat) Lanky Farmer Brown
shears his sheep and then takes the wool to be carded, spun, and dyed, all the while
unaware of the unrest fomenting amongst his now-shivering sheep. When he finally
realizes their plight, he sits down to knit the yarn into colorful sweaters. This book is
informative on the process: raw wool to cardigans.
•
One Pizza, One Penny (K.T. Hao) Ben Bear makes divine pizzas; Chris Croc bakes
heavenly cakes. They are best friends who happily share these treats, but when Chris
Croc gets a taste of money, they both get the idea that selling is better than sharing.
Hunger and the same gold coin that divided them bring the two together again.
•
The Pickle Patch Bathtub (Frances Kennedy) It’s 1925, and Donna needs $10.75 for a
bathtub (she’s outgrown the washtub), but her Missouri farm family can’t afford one. So
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she and her siblings earn the cash by growing cucumbers to sell for pickling. This tale of
delayed gratification is leavened with humor and child-pleasing collage art.
•
Sweet Potato Pie (Kathleen D. Lindsey) Energetic acrylic paintings enhance this story of
an African-American family that saves its farm by selling sweet potato pies at the local
Harvest Celebration. In a well-paced narrative, 8-year-old Sadie tells the story of each
family member’s contribution.
•
Up, up, up! It’s Apple-Picking Time (Jody Fickes Shapiro) A boy’s bouncy first-person
narration describes his visit to his grandparents’ farm. Myles and his family spend the
afternoon picking apples in Granny and Grandpa’s orchard; the following day they sell
the fruit from a roadside stand.
•
Farmers’ Market (Carmen Parks) “It’s still dark, but it’s time for me to get up. It’s market
day in Red Rock.” A young girl tells of helping her parents sell their produce at the
farmers’ market.
Web Sites:
• www.kyagr.com - Kentucky Department of Agriculture. On the Programs page, choices
are: Agritourism, Aquaculture, Beekeeping, Buy Kentucky Products, Market Prices,
Equine, Farmers’ Markets, Plant Marketing, International Marketing, Animal Marketing
Programs, Organic Programs, Plant Production, Woods Program
• http://www.wfpl.org/KY_works/default.htm# - Kentucky Works site which features
Kenny’s Farmhouse Cheese (listed here as Kenny’s Country Cheese). You will find a set
of pictures you can click through that shows the process of making the cheese. You may
also hear an audio recording of Kenny Mattingly discussing his business and dairy farm.
• http://www.kennyscountrycheese.com/ - This page includes background information
about Kenny’s Farmhouse Cheese and how the cheese is made.
• http://www.kyagr.com/kyproud/consumer.htm - Kentucky Proud Country Store, and buy
Kentucky Proud; Kentucky Plant Guide: (A database of Kentucky plants and perennials
to help you plan your landscape.); Farmers' Markets; List of Kentucky produce co-ops,
growers and shippers; Check out the Kentucky Proud produce availability chart to
discover when to find the freshest local fruits and vegetables; recipes and helpful hints
about Kentucky Proud produce.
• http://www.ams.usda.gov/index.htm - The Agricultural Marketing Service includes six
commodity programs – Cotton, Dairy, Fruit and Vegetable, Livestock and Seed, Poultry,
and Tobacco. The programs employ specialists who provide standardization, grading and
market news services for those commodities. They enforce such federal laws as the
Perishable Agricultural Commodities Act and the Federal Seed Act. AMS commodity
programs also oversee marketing agreements and orders, administer research and
promotion programs, and purchase commodities for federal food programs.
• http://www.commoditygrowers.org/ - Commodity Growers Cooperative (CGC), an
affiliate of the Burley Tobacco Growers Cooperative Association, developed this Web
site to provide information to the numerous farmers who call and request information
about everything from grapes to goats, from Internet marketing to exports and from
writing a business plan to starting a coop. CGC has worked since 1993 to help tobacco
farmers seeking to diversify their family farm operations and develop markets for other
products to supplement farm income. The goal of Commodity Growers Cooperative is to
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build prosperous family farms and strong communities through information technology,
agriculture diversification, coalition focus, and policy development.
http://www.ers.usda.gov/AmberWaves/ - Amber Waves is published five times per year
(April, June, September, and November) by the U.S. Department of Agriculture,
Economic Research Service.
www.wikipedia.com – A free encyclopedia. A good source to look up where products
are made.
http://www.kcee.org/catalog/details.php?entrynum=45&grade=elem – Entrepreneurs of
Kentucky (Grades 3-5). Entrepreneurs in Kentucky curriculum package contains 10
lessons that emphasize basic economic concepts and entrepreneurship using Kentucky
history, entrepreneurs, and economic development as general themes throughout the
lessons. Each lesson provides activities and background materials about one or more
Kentucky entrepreneurs. The accompanying videotape provides additional opportunities
for students to learn about the lives of Kentucky entrepreneurs. COST: $35
http://www.kcee.org/catalog/details.php?entrynum=63&grade=midd - Entrepreneurs of
Kentucky (Grades 6-8) This curriculum package contains 10 lessons that emphasize basic
economic concepts and entrepreneurship using Kentucky history, entrepreneurs, and
economic development as general themes throughout the lessons. Each lesson provides
background materials about one or more Kentucky entrepreneurs. The accompanying
videotape provides additional opportunities for students to learn about the lives of
Kentucky entrepreneurs. All lessons include activity sheets and a "Connect" section that
involves the community. COST: $35. Also available for grades 9-12.
http://www.weisenberger.com/ - Weisenberger Mills is located on the South Elkhorn
Creek in southern Scott County, Kentucky. The creek has provided the water to power
the mill's twin turbines since the early 1800s. Weisenberger Mills offers more than 70
items in various sizes. Its inventory includes flour for any baking purpose, complete
mixes for many popular end products, and breading blends for chicken, fish, meats, and
vegetables.
http://www.windstonefarms.com/ - WindStone Farms is located in the beautiful rolling
hills of the Bluegrass State. In 1985 Wayne Shumate and his son, Cliff, planted the first
field of thornless Hull blackberries on WindStone Farms in central Kentucky. Eight foothigh blackberry canes are supported by wire strung between pine post in neat rows,
giving an essence of a vineyard. There are no weeds or thorns to surmount. Fans of
blackberries will love WindStone Farms’ all-natural jam.
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WHAT WOULD YOU DO?
Pretend you and your partner are the owners of a large dairy farm. Considering the constantly
rising costs of milk production, you decide together that your farm business could grow more if
you were to sell some value-added products. For instance, you may decide to use your milk to
make homemade cheese or ice cream. Work with your partner to decide the best strategy to
make your product successful when you put it on the market. Create an illustration or a cartoon
series showing the steps you and your partner would take in this process.
WHAT WOULD YOU DO?
WHAT WOULD YOU DO?
WHAT WOULD YOU DO?
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Making a Poster: Kentucky Products Advertisements
CATEGORY
GraphicsClarity
Title
Labels
Graphics Originality
Graphics Relevance
Use of Class
Time
Grammar
Mechanics
Comments
4
Graphics are all in
focus and the content
easily viewed and
identified from 6 feet
away.
Title can be read
from 6 feet away and
is quite creative.
All items of
importance on the
poster are clearly
labeled with labels
that can be read from
at least 3 ft. away.
Several of the
graphics used on the
poster reflect an
exceptional degree of
student creativity in
their creation and/or
display.
All graphics are
related to the
Kentucky product
and make it easier to
understand. All
borrowed graphics
have a source
citation.
Used time well
during each class
period. Focused on
getting the project
done. Never
distracted others.
There are no
grammatical mistakes
on the poster.
Capitalization and
punctuation are
correct throughout
the poster.
15-16 → Distinguished
13-14 → Proficient
11-12 → Apprentice
10 or below → Novice
3
Most graphics are
in focus and the
content easily
viewed and
identified from 6
feet away.
Title can be read
from 6 feet away
and describes
content well.
2
Most graphics are in
focus and the
content is easily
viewed and
identified from 4
feet away.
Title can be read
from 4 feet away
and describes the
content well.
Almost all items
of importance on
the poster are
clearly labeled
with labels that
can be read from
at least 3 ft. away.
One or two of the
graphics used on
the poster reflect
student creativity
in their creation
and/or display.
Several items of
importance on the
poster are clearly
labeled with labels
that can be read
from at least 3 ft.
away.
The graphics are
made by the student,
but are based on the
designs or ideas of
others.
All graphics are
related to the
Kentucky product
and most make it
easier to
understand. All
borrowed graphics
have a source
citation.
Used time well
during each class
period. Usually
focused on getting
the project done
and never
distracted others.
All graphics relate
to the Kentucky
product. Most
borrowed graphics
have a source
citation.
There is 1
grammatical
mistake on the
poster.
There is 1 error in
capitalization or
punctuation.
1
Many graphics are
not clear or are too
small.
Points
_____
The title is too
small and/or does
not describe the
content of the
poster well.
Labels are too
small to view OR
no important items
were labeled.
_____
_____
No graphics made
by the student are
included.
_____
Graphics do not
relate to the
Kentucky product
OR several
borrowed graphics
do not have a
source citation.
_____
Used some of the
time well during
each class period.
There was some
focus on getting the
project done but
occasionally
distracted others.
There are 2
grammatical
mistakes on the
poster.
There are 2 errors in
capitalization or
punctuation.
Did not use class
time to focus on
the project OR
often distracted
others.
_____
There are more
than 2 grammatical
mistakes on the
poster.
There are more
than 2 errors in
capitalization or
punctuation.
_____
_____
Total
_____
9
Kenny’s Farmhouse Cheese
As an ambitious young man growing up in Indianapolis, Indiana, Kenny Mattingly
yearned to discover a career in which he could work outdoors. For that reason, when he was 19
and his family bought a 203-acre dairy farm and moved to Glasgow, Kentucky, he felt as though
he was right at home in this brand new setting. Yet, as his father turned the farm over to him in
the early 1990s, he realized he simply could not continue expanding his business as a dairy
farmer with high production costs and falling milk prices.
After a farm tour throughout Europe in 1989, Kenny became captivated with the
possibility of adding value to the high-quality milk he was already producing on his farm. As he
contemplated the idea of making cheese, he attended conferences held by the University of
Kentucky and the Department of Agriculture. These seminars not only helped Kenny learn how
to market his new product, it gave him the opportunity and cost share to showcase his upcoming
product at several future events.
Realizing there would be a great opportunity cost if he decided to buy the equipment
necessary to make a new product on his farm, he utilized the help of many family members as
they built and equipped his new cheese business. After many hours of free labor and
approximately $70,000, he was now ready to manufacture his first variety of cheese. Knowing
that living within close proximity to the consumer makes a product tastier and healthier, he
decided to market his cheese to a few gourmet and upscale stores within the state.
Once he learned about the process of marketing, he and his mother, Mary Rose
Mattingly, personally met with store owners and managers to let them try the cheese. As they
discussed their product, they described their method of manufacturing cheese on their family
farm and explained how exceptional their cheese was. Next, they had to wait very patiently, up
to five years.
Since officially starting in 1998, the business has had great success as a result of a strong
basis of sales through retail stores such as Whole Foods and Wild Oats. Mattingly’s business has
been featured in major newspapers such as The Courier-Journal in Louisville, Kentucky, and
also the National Public Radio series Kentucky Works. As it has grown at a rate of 50 percent
per year each year, the Mattinglys not only are looking at new varieties of cheese to sell, they
also are expanding their marketing strategies. In addition, they soon will upgrade their facilities.
As you can see, marketing a product into retail stores is not a process that will happen
overnight, but with patience and a first-rate product, Kentucky entrepreneurs are able to build a
legacy through the example of their own farms. In addition, the success of sales through retail
stores not only stimulates and strengthens our state economy; the Mattinglys’ impressive
achievement enhances the impressions people have of our beloved state of Kentucky. For
instance, when visitors ate 3,000 pounds of Kenny’s Farmhouse Cheese at the Kentucky Derby
and master chef Emeril Lagasse used the same product as an ingredient in a recipe, Kentucky’s
heritage stood strong and proud. Certainly Kenny’s Farmhouse Cheese is one product that
makes us Kentucky Proud!
10
OPEN RESPONSE
Name______________________ Date__________ Score: 1 2 3 4
One vital aspect in marketing a product is advertising. Advertisements are public notices
intended to call attention to something in order to sell a product.
a.
b.
Identify and describe a commercial you have seen that makes you want to buy the
product.
Explain why this advertisement causes you to want to purchase this particular
product. Provide TWO examples.
OR
Kenny’s Farmhouse Cheese is a business that was started by a farmer to add value to his farm.
This business markets cheese to local Kentucky businesses. Advertising is an important part of
marketing.
a.
b.
Describe how an advertisement can cause you to desire the product. Use TWO
examples.
Explain the important parts of an advertisement.
11
Advertising Open Response
Writing Rubric
Criteria
3
2
Student
Reader has
presents
difficulty
information in following
sequence,
work because
which the
the story
reader can
jumps around.
follow.
Student
Student is at
Student is
demonstrates
ease with the
uncomfortable
full knowledge content but
with the
of the content
fails to
content and is
and gives more elaborate.
unable to
than the
demonstrate
required
basic
information.
concepts.
There are no
There are no
There are no
misspelled
more than two more than
words or
misspelled
three
grammatical
words and/or
misspelled
errors.
grammatical
words and/or
errors.
grammatical
errors.
Work is
Work has one Work has
completed
or two areas
three or four
neatly; is easy that are
areas that are
to read.
sloppy.
sloppy.
15-16 → Distinguished
13-14 → Proficient
11-12 → Apprentice
10 or below → Novice
Benchmarks
4
Scores
Information
in
Organization
logical,
interesting
sequence that
the reader can
follow.
Content
Knowledge
Grammar
and Spelling
Neatness
Comments
12
Points
1
Sequence of
information is
difficult to
follow.
______
Student does
not have grasp
of
information.
______
There are four
or more
spelling errors
and/or
grammatical
errors.
______
Work is
illegible.
(Unreadable)
______
Total
______
Kentucky Counties
13

Marketing Means More - Kentucky Department of Agriculture

Transcription

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