Goin’ Global
Practicum in Commercial Photography
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 five class days to complete.
Preparation
TEKS Correlations
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 Commercial Photography
130.92(c)
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) apply English language arts knowledge and skills to a variety of written documents;
and
(B) apply mathematics knowledge and skills in accordance with industry standards to
solve a problem.
(2) The student applies professional communication strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active-listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
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(G) exhibit public-relations skills to increase internal and external customer/client
satisfaction.
(3) The student understands and examines problem-solving methods. The student is expected
to employ critical thinking and interpersonal skills independently and in teams to solve
problems.
(4) The student is expected to use personal information management, email, Internet, writing
and publishing, presentation, and spreadsheet or database applications for commercial
photography projects.
(6) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations in a photography
studio and lab; and
(B) follow emergency procedures.
(7) The student applies leadership characteristics to student leadership and professional
development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the
various roles of leaders with organizations, exhibiting problem-solving and
management traits, describing effective leadership styles, and participating in civic and
community leadership and teamwork opportunities;
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrate sensitivity to and value for diversity, and manage
stress and control emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing
meeting goals, objectives, and agendas; prepare for and conduct meetings to achieve
objectives within scheduled time; produce meeting minutes, including decisions and
next steps; and use parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
(8) The student applies ethical decision-making and complies with laws regarding use of
technology in commercial photography. The student is expected to:
(A) exhibit ethical conduct related to interacting with others, such as client
confidentiality, privacy of sensitive content, and providing proper credit for ideas;
(B) discuss and apply copyright laws in relation to fair use and duplication of images;
(C) model respect for intellectual property when manipulating, morphing, and editing
digital images; and
(D) demonstrate proper etiquette and knowledge of acceptable use policies, including
creative common laws and licensing.
(10) The student is expected to employ planning and time-management skills to complete
work tasks such as creating quotes and budgeting. The student is expected to:
(A) employ planning and time management skills to complete work tasks; and
(B) demonstrate skills in budgeting and creating quotes for freelance or contract
projects.
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(11) The student develops an increased understanding of commercial photography. The
student is expected to:
(A) create photographs for defined purposes;
(B) apply the elements and principles of art to a variety of commercial photography
projects;
(C) demonstrate the principles of commercial photography such as working with
clients, interpreting client instructions, developing production schedules, and
delivering products in a competitive market;
(D) demonstrate the use of appropriate cameras and lenses;
(E) apply appropriate photographic composition and layout principles;
(F) demonstrate appropriate digital black and white and color photography;
(G) apply effective photographic lighting techniques including 3 Point, studio,
portraiture, and product;
(H) produce professional quality photographs;
(K) demonstrate use of appropriate, current, and industry standard production
processes to produce photographs;
(L) evaluate photographs using principles of art, commercial photography standards,
and critical-thinking skills; and
(M) demonstrate use of appropriate resolution and digital file formats.
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
(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.
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(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect 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
It is important that lessons 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)
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?
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Lesson Introduction



Show the multimedia presentation and lead the 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 worldwide
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
NOTES TO TEACHER
Each student should have a
Student Notes sheet to complete
during the multimedia
presentation. Explain to the class
that the vocabulary 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 three to four class
periods to complete and one to
two 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
Importance of International Trade

Over 250,000 U.S. businesses export
products

11% of GNP
95% are small to med. Sized
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Export over $500 billion in products
Wholesalers export over $100 billion
U.S.is 2nd largest exporter
6

95% are small to med. Sized
pre-select the countries to use.

Export over $500 billion in products

Wholesalers export over $100 billion

U.S.is 2nd largest exporter

U.S. is 1st in imports
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 researching.

U.S. trade deficit in 1971
This activity allows for great class
discussion, especially when the
students present the final section.
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 multimedia 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 together to create a blog post or brochure for their city’s local tourism board.


Students will research their target market and decide how to best reach them.
Students will research their city and what aspects relate to tourism as a whole.
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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?
 How do target audiences affect advertising and photography?
Evaluation
Informal Evaluation:
Daily assessment of projects: The teacher will become the facilitator because 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 projects.
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Global Economy
Student Notes
Fill in the blanks as we discuss the multimedia 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
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
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 _______
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____________ _________: Consists of four stages: Prosperity, Recession, Depression and Inflation
U.S. and International Trade
World Interdependence
Approximately _____ of worldwide 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 the
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.
Businesses are Going Global
_____________ are changing.
____________ markets are enticing to ________________ businesses that 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.
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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).
How does this concern Commercial Photography?
Designers must know about the ______________ of ____________________________ audience.
Just imagine the difference between a target audience in______________vs. ______________. Or
designing a t-shirt for a three-year old vs. a__________year old. Or even a male vs. a female. Or if
they are in a wealthy area or______________? All these things make a difference in how a
designer______________them.
Continued – Demographics
This includes WHERE they live.
Types of______________, skills, jobs.
Their level of ______________.
Their ______________ income.
Their living conditions.
The ______________ environment with regards to______________, temperature, landscape,
coastal, inland, etc.
Percent in ______________ vs. ______________.
Average ______________of population.
______________married.
Average______________size, number of children.
Typical health and______________of citizens.
Bottom Line
Knowing your target audience’s ______________ will help with the success of your
______________campaign.
Advertising ______________ ______________to Floridians may not result in too many sales!
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11
Goin’ Global
Student Notes
Knowing the demographics of any culture equips a designer to approach a design or advertisement
according to the norms of that country or its culture.
Fill in the blanks as we discuss the multimedia 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: Marketers with exporting experience represent the exporting company; arranges
for the 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: Businesses that have operations all over the world and conduct planning
for world-wide markets
Pre-industrial Economy: Based on agriculture and raw material development; low standard of living
Post-industrial Economy: Based on mix of business & consumer products/services produced &
marketed in the global marketplace
Gross Domestic Product: The total $ value of all goods/services produced within a country in one
year
Gross National Product: The total $ value of all goods/services (including imports) produced within a
country in one year
Quota: Limits on the numbers of certain types of products foreign companies can sell in a country
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: The amount of goods/services that can be bought with a specific $ amount of
money
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12
Consumer Price Index: The variance in the cost of a specified set of goods over time
Business Cycle: Consists of four stages: Prosperity, Recession, Depression and Inflation
Prosperity
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 makes 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.
Businesses are Going Global
Markets are changing.
Foreign markets are enticing to domestic businesses that experience dropping sales and profit.
Foreign markets are another way to expand competition and increase worldwide demand for
products.
Benefit of international Graphic Design and Illustration Practicum: 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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13
How does this concern Commercial Photography?
Photographers must know about the demographics of targeted audience. Just imagine the
difference between a target audience in Florida vs. Alaska. Or designing a t-shirt for a three-year old
vs. a 35-year old. Or even a male vs. a female. Or if they are in a wealthy area or impoverished? All
these things make a difference in how a designer approaches them.
Continued – Demographics
This includes WHERE they live.
Types of professions, skills, jobs.
Their level of education.
Their average income.
Their living conditions.
The geographic environment with regards to weather, temperature, landscape, coastal, inland, etc.
Percent in urban vs. rural.
Average age of population.
Percent married.
Average family size, number of children.
Typical health and welfare of citizens.
Bottom Line
Knowing your target audience’s demographics will help with the success of your advertising
campaign.
Advertising snow plows to Floridians may not result in too many sales!
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14
Cultural Differences
Global Union
OBJECTIVE: Students will research an assigned country to obtain required information about that
country, their customs, and their shopping. The final product will be a multimedia presentation of
information; ultimately including a product that the students recommend to be sold in their
respective country and an advertisement for said product.
PROCEDURE:
You have been assigned a country to research using the website below. You are to read over the
following categories and take notes. Compare your country’s information with the United States.
www.cia.gov/library/publications/the-world-factbook/
Country: _______________________________________________
Language: ______________________________________________
Religion: ________________________________________________
General Attitudes:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Personal Appearance:
__________________________________________________________________________________
__________________________________________________________________________________
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CUSTOMS AND COURTESIES
1. Greetings
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Gestures
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Visiting
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Eating
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
LIFESTLYE
1. Family
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Dating/Marriage
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Diet
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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4. Recreation
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Commerce
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
SOCIETY
1. Government
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Economy
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Transportation/communication
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Education
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Literacy Rate:______________________
5. Health
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17
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Life Expectancy:____________________
6. Describe the Product you are creating an advertisement for.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Who is the target audience of this product?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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18
Culture Grams Project
Design a multi-media presentation about the country you have chosen, which includes information
you discovered in Part 1. Choose three potential U.S. products and then select one product that you
think you could market to the people in your country. You are to create an advertisement, including
photos of the product that you will take. Be mindful that the photos must be appropriate in your
assigned country, based on your research. Prepare a multimedia presentation documenting what you
learned about your assigned country, the advertisement you created for your product, and an
explanation of why you think this product will be marketable in your country. BE CREATIVE and be
prepared to present your project and findings to the class.
POSSIBLE U.S. PRODUCTS TO MARKET TO ______________________
Type in your answers below and save this in a word-processed file.
Product #1: _____________________________
Why?
__________________________________________________________________________________
__________________________________________________________________________________
Product #2: ______________________________
Why?
__________________________________________________________________________________
__________________________________________________________________________________
Product #3: _____________________________
Why?
__________________________________________________________________________________
__________________________________________________________________________________
Now, compare your three products to the research that you have already conducted about your
country. Pick one of the three above products that you think would sell the best in your country. Fill
in below:
PRODUCT THAT WOULD SELL THE BEST IN ____________________: __________________________
__________________________________________________________________________________
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Now, let’s do a little research on the people in your country who will possibly be buying this
product.
US Product to Advertise in Your Country
Product Name: _____________________________
Describe this product:
__________________________________________________________________________________
__________________________________________________________________________________
Why do you think this product would sell in your country?
__________________________________________________________________________________
__________________________________________________________________________________
What target audience do you think would purchase your product? Why?
__________________________________________________________________________________
__________________________________________________________________________________
What can you do in your advertisement to make sure that you reach your target audience?
__________________________________________________________________________________
__________________________________________________________________________________
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20
Cultural Differences Presentation Rubric
Country: _________________________
Name: ________________________
Teacher: ________________
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
3
4
Student presents
information in logical
sequence which
audience can follow.
Student presents
information in logical,
interesting sequence,
which audience can
follow.
____
Student is at ease with
Student does not have grasp
Student is uncomfortable content, but fails to
of information; student
with information and is
elaborate.
Content Knowledge
cannot answer questions
able to answer only
Advertisement and
about subject. Advertisement
rudimentary questions.
target audience are
is not good.
harmonious.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
Advertisement and
target audience work
great.
____
Organization
Audience has difficulty
Audience cannot understand
following presentation
presentation because there is
because student jumps
no sequence of information.
around.
Visuals
Student used no visuals.
Mechanics
Student's presentation had
four or more spelling errors
and/or grammatical errors.
Delivery
2
Points
Student occasionally
Student used visuals to
used visuals that rarely Visuals related to text
reinforce screen text
supported text and
and presentation.
and presentation.
presentation. Photograph
Photograph in
Photograph in
used in advertisement advertisement is done
advertisement follows
does not follow the
well.
the principles of design.
principles of design.
Presentation had three
misspellings and/or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
____
Presentation has no
misspellings or
grammatical errors.
____
Student mumbles, incorrectly
Student incorrectly
Student used a clear
pronounces terms, and
pronounces terms.
Student's voice is clear.
voice and correct,
speaks too quietly for
Audience members have Student pronounces
precise pronunciation
students in the back of class
difficulty hearing
most words correctly.
of terms.
to hear.
presentation.
____
Total---->
____
Teacher Comments:
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21
Foreign Business 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
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22
Algeria
Algeria
Austria
Austria
Norway
Norway
India
India
Columbia
Columbia
Greenland
Greenland
Korea
Korea
Switzerland
Switzerland
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23
Tourism Project: Tourism Blog Post
You are in charge of planning a blog post for your town’s tourism department that showcases the
best your city has to offer to increase tourism to your hometown. Keep in mind that the purpose of
this post will be to attract possible tourists and businesses to your hometown. Incorporate photos of
sports and entertainment activities as well as lodging, transportation, shopping, sightseeing,
interesting people, and especially dining. Keep in mind that these are activities people will be doing
while they are visiting or vacationing in your city. Try to promote local businesses and things that
your town has to offer that makes it unique. Use photos to document at least 15 different events,
places, people, or things in your community and give them all captions.
Remember the following when researching and planning:
1.
2.
3.
4.
5.
You must promote your hometown in a positive manner.
What things does your hometown offer that no other area does?
You may decide the time of year or month.
How will you “sell” your hometown?
What key places and events will you include?
a. Your presentation must include a mixture of:
i. Sporting Events
ii. Entertainment Events
iii. Cultural Events
iv. Shopping areas
v. Food and dining areas
vi. Sightseeing spots
6. What type of people are you trying to attract? Keep your target audience in mind.
7. How will you photograph these different things or events to best promote them?
8. How will you edit these photos?
9. What types of captions will you include with these photos?
10. What types of photos does the city tourism board want?
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24
Project Pointers:
You will be graded on the following:
1. Participation with your group
2. Daily work
3. Appropriateness of your photos
4. Multimedia presentation to the class (oral)
5. Appearance of multimedia presentation (minimum of 14 slides)
6. Clearness of subject in photos
7. Documentation of subject
8. Caption descriptions
9. Metadata editing of photos for search engine optimization
10. Editing of the photos – does each photo look professional?
11. Selection of locations to highlight
12. Showcasing your locations in the best light – did you find the best-looking part of each
location?
13. Quality of research completed about your hometown
14. Does your work make people want to visit your city?
15. Presentation
16. Consider any cultural food restrictions people may have
17. Consider transportation – will walkability be an issue?
18. Remember: No activity may be repeated!
19. Analytics: How many hits would make this blog post valuable to your city? How soon do
you want to reach this amount of hits?
20. How will you promote your blog post?
Be as detailed as possible. Be as creative as possible.
Think outside the box.
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25
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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26
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:
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
None of the Time Some of the Time Most of the Time All of the Time
____
Total Points
____
The teacher observed the students
offering assistance to each other.
Listening:
The teacher observed students
working from each other's ideas.
Participating:
The teacher observed each student
contributing to the project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
Teacher Comments:
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27
Name: _____________________
Date: ___________________
Tourism Blog Post Rubric
Title: ___________________________________________
Process
Below Avg.
Satisfactory
Excellent
Directions were followed. Professionalism
of photos.
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
1, 2, 3
4, 5, 6
7, 8, 9
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
1. Has clear vision of final product
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
Total Score:____________________________
Teacher’s Comments:
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28