Goin’ Global
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will evaluate and conclude why international trade is
vital to a nation’s economy.
Specific Objectives
• Students will discover the interdependence among nations.
• Students will assess the benefits of international trade.
• Students will examine the requirements of a balance of trade and its barriers.
• Students will interpret the standard business practices involved in importing and exporting.
• Students will determine the cultural, economic, and political factors that should be considered
when deciding whether to do business abroad.
This lesson should take 5 class days to complete.
Preparation
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
(1) The student applies academic knowledge and skills in production projects. The student:
(A) applies English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a
variety of written documents such as scripts, captions, schedules, reports, and
manuals; and
(B) applies mathematics knowledge and skills in invoicing and time-based mathematics
by demonstrating knowledge of arithmetic operations and applying measurement
to solve problems.
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(2) The student implements advanced professional communications strategies. The student:
(A) adapts language for audience, purpose, situation, and intent such as structure and
style;
(B) organizes oral and written information;
(C) interprets and communicate information, data, and observations;
(D) presents formal and informal presentations;
(E) applies active listening skills to obtain and clarify information;
(F) listens to and speak with diverse individuals; and
(G) exhibits public relations skills to increase internal and external customer/client
satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills, including data gathering and
interpretation independently and in teams to solve problems and make decisions.
(4) The student implements advanced information technology applications. The student uses
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for audio and video projects.
(10) The student employs effective planning and time-management skills. The student uses
planning and time-management skills and tools to enhance results and complete work
tasks.
(11) The student implements an advanced understanding of a client-based production. The
student:
(A) determines client needs by:
(i) conducting client meetings to identify specific project requirements; and
(ii) researching target audience and demographics to meet client needs;
(B) develops a production proposal for client approval by:
(i) creating a production schedule;
(ii) researching and determining production costs; and
(iii) researching and determining appropriate delivery and distribution options;
(C) engages in pre-production activities for successful execution of the project by:
(i) identifying equipment, crew, and cast requirements;
(ii) developing a budget with considerations for crew, cast, and equipment;
(iii) analyzing the script and storyboard processes; and
(iv) assigning team roles required for production;
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(D) conducts a client meeting for presenting production strategies and implement
client feedback;
(E) applies advanced principles of production by:
(i) implementing a coherent sequence of events;
(ii) using necessary equipment and crew for quality productions; and
(iii) demonstrating teamwork and knowledge of interpersonal skills with
sensitivity to diversity;
(F) implements advanced skills in the post-production process by:
(i) demonstrating appropriate use of editing systems;
(ii) making decisions appropriate for each element of production;
(iii) making necessary adjustments regarding compatibility issues, including
digital file formats and cross-platform connectivity;
(iv) using various compression formats; and
(v) demonstrating knowledge in outputting for distribution; and
(G) delivers the product by:
(i) researching the appropriate delivery formats for the target audience;
(ii) advising clients on optimal delivery options; and
(iii) discussing distribution options with optimal project reach.
(12) The student practices business skills for freelance contractors. The student:
(A) implements standard freelance self-promotion techniques;
(B) develops invoices and standard billing practices;
(C) researches small-business start up practices; and
(D) uses information technology applications common to small businesses
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study.
The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
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(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
• Students will take notes and keep them in their notebook.
• Students will complete all assignments in a timely manner.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
• Make copies of all handouts for this unit.
• Secure a computer lab, if one is not readily available to your class.
Instructional Aids
• Student handouts
Materials Needed
• Copies of assigned activities
• Internet access
Equipment Needed
• Computer lab
• Teacher computer
• Projector (for digital presentation)
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Introduction
Learner Preparation
• Ask why it is necessary to get goods from other countries.
• Ask why our government puts trade restrictions on imports.
• How do emerging nations become involved in international trade?
Lesson Introduction
• Show the multi-media presentation and lead class in a discussion.
• Explain how all leading nations are interdependent.
• Discuss the impact of cultural and social environments on global trade.
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Outline
MI
OUTLINE
Terminology
(Students will fill in blanks from the multimedia presentation)
Business Cycle: (diagram in presentation)
Prosperity
Inflation
Recession
Depression
U.S. and International Trade
”Approximately 1/3 of world-wide production
is sold outside of the “home” country;
Raw materials
Manufactured goods
Services as popular exchanges
Data is transferred
Businesses are Going Global
Changing markets
Foreign markets draw attention
Competition
Demand
Government support
Importance of International Trade
Over 250,000 U.S. businesses
export products
11% of GNP
95% are small to med. Sized
Export over $500 billion in products
Wholesalers export over $100 billion
U.S.is 2nd largest exporter
U.S. is 1st in imports
U.S. trade deficit in 1971
NOTES TO TEACHER
Each student should have a
Student Notes sheet to complete
during the multi-media
presentation. Explain to the class
that the vocab will be on an exam
so it is important they fill in all
blanks.
Have students take notes to keep
in notebook.
Notes Extension Activity: Hand
out the assignment sheet and
complete in class. You may want
the group to partner up or just
have each student complete it
individually. This is one reason
why students should have taken
notes! DISCUSS the questions.
Assign “Cultural Differences”
project. This project will take
approximately 3 to 4 class periods
to complete and 1 to 2 class
periods to present to the class.
*Note: prior to the onset of this
activity, the teacher will need to
go to the website and pre-select
the countries to use. Try to get
countries that are not popular and
those that are not in the news as
much, in order for the students to
really learn something when they
research
This activity allows for great class
discussion, especially when the
students present the final section.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multi-media presentation while students take notes using their handout.
Students will work in class to complete the Notes Completion Activity to ensure understanding of the
material.
The projects are student-driven; therefore, the teacher will take on the role of a facilitator after
students begin working on them.
Independent Practice
• Students will work at their own pace to complete this activity.
• All work is to be done in class, so the teacher can check for understanding.
• Students are strongly encouraged to take ownership of this activity and establish time
management skills for completing on time.
• Students will complete the research required to effectively identify and understand cultural
differences.
• Students will complete the video project.
• Students will present and discuss how they resolved any cultural differences.
Summary
Review
• Why do countries trade with each other?
• Why do governments put trade restrictions on businesses?
• Why is it important to an economy to maintain a balance of trade?
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Evaluation
Informal Evaluation:
Daily assessment of projects: The teacher will become the Facilitator since the “Cultural Differences”
and “Foreign Business” activities are student-driven.
As a suggestion, the teacher may want to have students evaluate their peers as well. If so, copy extra
rubrics ahead of time.
Formal Evaluation:
Rubrics will be used to assess student projects.
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Global Economy
Student Notes
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
________:
North American Free Trade Agreement
______:
World Trade Organization
_____:
European Union
International Trade:
The _____
of products/services to people in _______ countries
Imports:
Products/services _______________ from another _____________
Exports:
Products/services _______ to _____________ country
Indirect Exporting:
Marketers with ______________ experience __________ the ____________ company;
____________ for the _________ of products in other countries
Direct Exporting:
Company handles ____ responsibilities to market products in other ___________
Balance of Trade:
The ________________ between a country’s _________ and __________
Foreign Production:
A company ______ and __________ production ___________ in another country
Joint Venture:
____ or_____ companies in ____________ countries with _____________
interests develop a ______________ to join in __________ ______________activities
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Multinational Companies:
Businesses that have_________________ all over the ___________ and conduct planning for
_________________ markets
Pre-industrial Economy:
Based on __________ and ______ ______development; _____ standard of living
Post-industrial Economy:
Based on____ of business & consumer __________ produced & marketed in the__________
marketplace
Gross Domestic Product:
The ________ $ value of all ___________ produced within a country in____ year
Gross National Product: The total___________ of all goods/services (______________________)
produced within a country in one year
Quota:
_________ on the numbers of ___________ _________ of products ____________
_________________ can ______ in a country
Tariffs:
_________ placed on imported products to increase the ____________ __________
Subsidy:
__________ provided to a business to _______ in the development and sale of products
Standard of Living:
A ______________ of the quality of life for the citizens of a country
Productivity:
The____________ output by workers for a ______________ period of time
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Purchasing Power:
The ___________ of goods/services that can be bought with a _____$ amount of money
Consumer Price Index:
The _____________ in the ________ of a specified set of goods over ________________:
Consists of 4 stages: Prosperity, Recession, Depression and Inflation
U.S. and International Trade
”Approximately _____ of world-wide production is sold _________ of the _______ country
The bulk of products that Americans use daily are_______________
U.S. __________music, movies, cars, airplanes and food items
International Trade is Changing:
Raw materials once were an _____________ commodity; today makes up less than ____ of
world’s exports
__________________ goods/services are most popular
________ (communications, travel, education, and financial) are most popular exchanges between
________________ is transferred via phone, fiber optics, or satellite on a daily basis
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Businesses are Going Global
_____________ are changing.
____________ markets are enticing to ________________ businesses who experience dropping
sales & profit
Foreign markets are another way to expand ________________and increase worldwide
___________for products
Benefit of international marketing: __________________ support is available
Importance of International Trade
U.S. economy: over ___________ businesses _________ products
Accounts for over _____ of GNP
_____ of U.S. exporting businesses are small to medium sized
Manufactures ________ over $500 billion of products
Wholesalers export over $____ billion worth of products
U.S. is __________ largest exporter
_____________ is #1 exporter
U.S. is #1 ___________ of products
Germany is _____ importer
_____ had 1st_________ deficit of the 20th Century in ______
(imports exceeded exports by over $1 billion that year)
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Goin’ Global
Student Notes
UPDATE ACCORDING TO YOUR SUBJECT. EXAMPLE PROVIDED BELOW
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
NAFTA:
North American Free Trade Agreement
WTO:
World Trade Organization
EU:
European Union
International Trade: The sale of products/services to people in other countries
Imports:
Products/services purchased from another country
Exports:
Products/services sold to another country
Indirect Exporting:
arranges for the
Marketers with exporting experience represent the exporting company;
sale of products in other countries
Direct Exporting:
Company handles all responsibilities to market products in other countries
Balance of Trade:
The difference between a country’s imports and exports
Foreign Production: A company owns and operates production facilities in another country
Joint Venture:
Two or more companies in different countries with common interests develop a
relationship to join in common business activities
Multinational Companies:
for
Businesses that have operations all over the world and conduct planning
world-wide markets
Pre-industrial Economy:
living
Based on agriculture and raw material development; low standard of
Post-industrial Economy:
marketed in
Based on mix of business & consumer products/services produced &
the global marketplace
Gross Domestic Product:
year
The total $ value of all goods/services produced within a country in one
Gross National Product:
within a
The total $ value of all goods/services (including imports) produced
country in one year
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Quota:
country
Limits on the numbers of certain types of products foreign companies can sell in a
Tariffs:
Taxes placed on imported products to increase the selling price
Subsidy:
Money provided to a business to help in the development and sale of products
Standard of Living:
A measure of the quality of life for the citizens of a country
Productivity:
The average output by workers for a specified period of time
Purchasing Power:
money
The amount of goods/services that can be bought with a specific $ amount of
Consumer Price Index: The variance in the cost of a specified set of goods over time
Business Cycle:
Consists of 4 stages: Prosperity, Recession, Depression and Inflation
Prosperity
Recovery
Recession
Depression
U.S. and International Trade
The bulk of products that Americans use daily are imported
U.S. exports music, movies, cars, airplanes and food items
International Trade is changing:
Raw materials once were an abundant commodity; today make up less than 1/3 of
world’s exports
Manufactured good/services are most popular
Services (communications, travel, education, and financial) are most popular exchanges
between countries
Data is transferred via phone, fiber optics, or satellite on a daily basis
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Businesses are Going Global
Markets are changing.
Foreign markets are enticing to domestic businesses who experience dropping sales &
profit
Foreign markets are another way to expand competition and increase worldwide
demand for products
Benefit of international (INSERT YOUR PROGRAM HERE): Government support is
available
Importance of International Trade
U.S. economy: over 250,000 businesses export products
Accounts for over 11% of GNP
95% of U.S. exporting businesses are small to medium sized
Manufacturers export over $500 billion of products
Wholesalers export over $100 billion worth of products
U.S. is second largest exporter
Germany is #1 exporter
U.S. is #1 importer of products
Germany is #2 importer
U.S. had 1st trade deficit of the 20th Century in 1971
(imports exceeded exports by over $1 billion that year)
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Global Economy
Cultural Differences
60sec. TV Commercial for a Product:
Create a TV commercial for a product to be marketed abroad
You are in charge of creating a 60 second TV spot for YOUR American-made product that will be
marketed in another country. The key to any successful advertising campaign is to understand the
market (people) that you are trying to sell the product to. Your goal is to identify the country and the
target market (people) inside that country who will buy your product. Many foreign countries have
much tighter regulations regarding advertising than does the US. Be sure to research the country’s
broadcast and or advertising regulations. Research any cultural, social, or economic differences that
might create problems for marketing the product. For Example: How, when and where a product is
seen or displayed can vary from country to country.
Project Guidelines:
1. To avoid any trademark issues with existing companies, students should invent their own
product and brand to market.
2. Students will draw to determine what country their American product will be marketed to.
3. Language can be a barrier. For this project the Commercial will be in English (Dub) of the
final product. Students will not be expected to do the commercials voice over in that
country’s language. However, they will be expected to consider and adapt the English
(Dub) content to that country’s customs.
4. The Audio and Video technical requirements for the commercial should be high. The
quality of the audio, video and editing should be of good quality and representative of an
Audio Video Practicum student.
Remember the following when researching and planning:
1. Consider any social, cultural or religious issues that your product might violate.
2. Consider the economic issues regarding your product. How much will the product cost in
local monies and can the target market (people) afford the product?
3. Consider the “Target Market”. Are they male or female? Are social and economic rules
different for males and females in that country? Are they young or old? Are there different
social and economic classifications for citizens?
4. Consider that country’s broadcast and advertising regulations as it pertains to your product
and the commercial. Can it only be seen during certain times of the day and is your target
market watching during those times?
5. Be prepared to discuss and share with the class your research and how that research
affected any decisions regarding the content or marketing of your commercial.
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Project Pointers:
You will be graded on the following:
1. Participation with your partner
2. The audio and video quality of the final product
3. Daily work and time management
4. Appropriateness of your content and product.
5. Presentation to the class (oral)
6. Appearance of the presentation (minimum of 3 minutes run time)
7. Your appearance
8. Realistic nature of project
9. Find out important info about your country:
a. Discuss your Target Market. Who are they and what social, economic or religious
differences are specific to them?
b. Why will your Target Market want to buy your American product?
c. Discuss any broadcast or marketing issues you may have discovered.
d. Discuss currency and product cost. How much does the product cost in the US?
How much will they pay for it? What are the trade rules between our countries that
affect that price?
***Both students must present for presentation***
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Research “Fact” Sheet
Be as detailed as possible ~ Be as creative as possible.
Think outside the box!
You have been assigned a country to research. Use the website below. Read over the following
categories and take notes to begin your research. Compare your country’s information with the
United States.
https://www.cia.gov/library/publications/the-world-factbook/
Country:
Language:
Major Religion:
Type of Government:
Commerce (compare to US Dollar)
Major Past-time or Sport:
Natural Resources:
Major Export:
Major Import:
General Attitudes:
Personal Appearance:
CUSTOMS AND COURTESIES
1. Greetings:
2. Gestures:
3. Social Customs:
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LIFESTYLE
1. Family / Family Structure Example; Patriarchal:
2. Dating/Marriage:
3. Diet:
4. Recreation:
SOCIETY
1. Transportation:
2. Communication:
3. Education:
4. Literacy Rate:
5. Health:
6. Life expectancy:
7. Social or Community Attitudes:
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60sec TV Commercial Project Country Selection
Teacher’s Directions:
You will need two copies of this list (or add your own selections). One is to be cut in
strips so the students can draw to see which country (and partner) they will get and the
other is to be used to write the students’ names beside the country so you will have
record of which students are assigned to which country.
Finland
Finland
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
Uruguay
Uruguay
Nigeria
Nigeria
Turkey
Turkey
Poland
Poland
New Zealand
New Zealand
Algeria
Algeria
Austria
Austria
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Norway
Norway
India
India
Columbia
Columbia
Greenland
Greenland
Korea
Korea
Switzerland
Switzerland
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Detail Sheet:
Record each person’s responsibilities for this project. Check off the tasks as they are completed. This will be a
graded portion of your project.
Assigned Task
Name
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Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name:
Teacher:
Date:
Title of Work:
Skills
Criteria
0
10
Points
15
20
Helping
The teacher observed the None of the Time Some of the Time Most of the Time All of the Time
students offering assistance to
each other.
Listening
The teacher observed students
None of the Time Some of the Time Most of the Time All of the Time
working from each other's
ideas.
Participating:
The teacher observed each None of the Time Some of the Time Most of the Time All of the Time
student contributing to the
project.
Persuading:
The teacher observed the
students exchanging, None of the Time Some of the Time Most of the Time All of the Time
defending, and rethinking
ideas.
Sharing:
The teacher observed the
students offering ideas and None of the Time Some of the Time Most of the Time All of the Time
reporting their findings to each
other.
Total Points
____
____
____
____
____
____
Teacher Comments:
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Name: _____________________
Date: ___________________
Foreign Business Project Rubric
Title:
Process
Below Avg.
Satisfactory
Excellent
1. Has clear vision of final product
Directions were followed
1, 2, 3
4, 5, 6
7, 8, 9
2.Properly organized to complete project
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
4. Acquired needed knowledge base
1, 2, 3
4, 5, 6
7, 8, 9
5. Communicated efforts with teacher
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1. Format (required # of slides present)
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
6. Audio and Video Quality
1, 2, 3
4, 5, 6
7, 8, 9, 10
Product (Project)
Teacher’s Comments:
Total Score:____________________________
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