Goin’ Global
Practicum in Fashion Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how international business
practices affect local fashion retailing.
Specific Objectives
 Students will learn about the processes for retail buying.
 Students will assess the benefits of international trade.
 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
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.95 Practicum in Fashion Design
(c) Knowledge and skills
(2) The student applies academic knowledge and skills in fashion, textile, and apparel
projects. The student is expected to:
(A) apply English language arts knowledge by demonstrating skills, such as the correct
use of content, technical concepts and vocabulary use of grammar, punctuation, and
terminology to write and edit a variety of documents; and
(3) The student implements advanced professional communications strategies. The student
is expected to:
(D) present formal and informal presentations;
(9) The student applies ethical decision making and complies with legal practices related to
fashion, textiles, and apparel. The student is expected to:
(A) exhibit ethical conduct; and
(B) apply copyright laws.
(10) The student implements technical skills for efficiency. The student is expected to
employ planning and time management skills to complete work tasks.
(11) The student implements an increasing understanding of the business aspects of
fashion, with emphasis on promotion and retailing. The student is expected to:
(A) describe fundamentals of fashion buying by:
(i) explaining processes for retail buying;
(ii) identifying wholesale market resources;
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(iii) comparing various apparel markets;
(iv) analyzing how timing and pricing of fashion apparel and accessories are
determined;
(v) analyzing the price of a fashion product;
(vi) describing various types of retail outlets;
(vii) describing how offshore sourcing impacts fashion retailing; and
(viii) composing a scenario plan for retail pricing, sales and inventory, and
purchasing.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will view slide presentation and take notes.
 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).
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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)
References and Helpful Websites

SelectUSA - http://selectusa.commerce.gov/industry-snapshots/software-andinformation-technology-services-industry-united-states
Introduction
Learner Preparation
 Ask why it is necessary to get goods from other countries.
 Ask why our government put trade restrictions on imports.
 Ask how emerging nations become involved in international trade.
Lesson Introduction
 Show the multimedia 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 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 class to partner up or just have
each student complete it
individually. This is one reason
why students should have taken
notes! DISCUSS the questions.
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Importance of International Trade
Over 250,000 U.S. businesses export
products
11% of GNP
95% are small to medium sized
Eight of top 100 SaaS vendors are
based in U.S.
Export over $500 billion in products
Wholesalers export over $100 billion
U.S. is 2nd largest exporter
U.S. is home to nine of the world’s
largest software companies
U.S. trade deficit in 1971
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 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
researching.
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
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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.
Independent Practice
 Students will use research skills to investigate the customs and culture of various
countries.
 Students will examine some of the fashion products the U.S. and other countries have
available to export.
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?
Evaluation
Informal Evaluation:
Daily assessment on progress of projects. The teacher will become the facilitator, since the
Cultural Differences and Globalization 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 completed projects.
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The 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 and consumer
_____________________ produced and 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 ____________
__________
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





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
Software as a Service (SaaS): Distribution model where users utilize
made available over a
such as the
, instead of the traditional method of installing the software on their
machine. Users typically pay a
fee for using the software for
a period of time.
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 _______

____________ _________: Consists of 4 stages: Prosperity, Recession, Depression and
Inflation

: Describes the process for planning,
creating, testing, and deploying software systems
U.S. and International Trade
 World Interdependence
o ”Approximately _____ of world-wide production is sold _________ of the
_______ country.”
o U.S. __________music, movies, software, and IT services among many other
things

International Trade is Changing
o
once were an abundant commodity; today
makes up less than of world’s exports
o
goods/services are most popular
o _____________ (communications, travel, education, and financial) are the most
popular exchanges between _______________
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o _______ is transferred via phone, fiber optics, or satellite on a daily basis
o New software services such as
and
are creating new
business models
 SaaS is
changing the face of international software
marketing due to this fact
Businesses are Going Global
 _____________ are changing.
o ____________ markets are enticing to ________________ businesses who
experience dropping sales and profit
o Foreign markets are another way to expand ________________and increase
worldwide ___________for products and

is replacing standard
due to
availability of
devices and low-cost apps
 World leader in software
is located in US and obtains
of its revenue from SaaS
 Benefits of international marketing
o Government support is
 Companies are
to developing software in the US due to
strong enforcement of
o Software and IT Services Industry
annual
by an
average of 6% in 2011 with a projected growth of almost 17% over the next two
years

accounts for more than
of
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
 As of 2011
of the top 100
vendors are based in the
 Manufactured ________ over $500 billion of products
 Wholesalers export over $____ billion worth of products
 U.S. is __________ largest exporter
 U.S. is home to
of the world’s largest
companies
 _____________ 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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The Global Economy
Student Notes
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: 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 worldwide markets
Pre-industrial Economy: Based on agriculture and raw material development; low
standard of living
Post-industrial Economy: Based on mix of business and consumer products/services
produced and 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
Software as a Service (SaaS): Distribution model where users utilize software made
available over a network, such as the Internet, instead of the traditional method of
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



installing the software on their local machine. Users typically pay a subscription fee for
using the software for a period of time.
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
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

Software Lifecycle: Describes the process for planning, creating, testing, and deploying
software systems
U.S. and International Trade
 World Interdependence
o “Approximately 1/3 of world-wide production is sold outside of the “home”
country.”
o U.S. exports music, movies, software, and IT services among many other things
 International Trade is Changing
o Raw materials once were an abundant commodity; today makes up less than 1/3
of world’s exports
o Manufactured good/services are most popular
o Services (communications, travel, education, and financial) are the most popular
exchanges between countries
o Data is transferred via phone, fiber optics, or satellite on a daily basis
o New software services such as cloud computing and SaaS are creating new
hybrid business models
 SaaS is dramatically changing the face of international software
marketing due to this fact
Businesses are Going Global
 Markets are changing.
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
o Foreign markets are enticing to domestic businesses who experience dropping
sales and profit
o Foreign markets are another way to expand competition and increase worldwide
demand for products
o Increasing worldwide demand for products and software
 SaaS is replacing standard licensing due to availability of mobile devices
and low cost apps
 World leader in software development is located in U.S. and obtains 84%
of its revenue from SaaS
Benefits of international marketing
o Government support is available
o Companies are attracted to developing software in the US due to strong
enforcement of copyright laws
o Software and IT Services Industry increased annual revenue by an average of 6%
in 2011 with a projected growth of almost 17% over the next two years
 U.S. accounts for more than 55% of global IT research
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
 As of 2011 eight of the top 100 SaaS vendors are based in the U.S.
 Manufacturers export over $500 billion of products
 Wholesalers export over $100 billion worth of products
 U.S. is second largest exporter
 U.S. is home to nine of the world’s largest software companies
 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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Cultural Differences 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.
India
India
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
China
China
Nigeria
Nigeria
Japan
Japan
Poland
Poland
United Arab Emirates
United Arab Emirates
Algeria
Algeria
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Austria
Austria
Norway
Norway
Russia
Russia
Columbia
Columbia
Iceland
Iceland
Korea
Korea
Switzerland
Switzerland
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Cultural Differences
Globalization Part I
OBJECTIVE: Students will research an assigned country to obtain required information. This
information will be used to market fashion garments from your previously developed fashion
label.
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
CUSTOMS AND COURTESIES
1. Greetings
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2. Gestures
3. Visiting
4. Eating
LIFESTYLE
1. Family
2. Dating or Marriage
3. Diet
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4. Recreation
5. Commerce
SOCIETY
1. Government
2. Economy
_____
3. Transportation/communication
4. Education
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Literacy Rate: ______________________
5. Health
Life Expectancy: ____________________
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Globalization Part II:
Design a multimedia presentation about your designated country, which includes information
you discovered in Part 1. Your presentation should include five U.S. fashion products from your
label that you will market to the people in this country. Then determine three fashion products
that this country could export to the U.S. Prepare a multimedia presentation documenting your
research and all eight fashion products. BE CREATIVE! Also, be prepared to present your project
to the class.
U.S. FASHION 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? ___________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #4 ___________________________ Why? ___________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #5 ___________________________ Why? ___________________________________
______________________________________________________________________________
______________________________________________________________________________
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FASHION PRODUCTS TO BE EXPORTED TO MARKET WITHIN THE U.S.:
Product #1 ___________________________ Why? ___________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #2 ___________________________ Why? ___________________________________
______________________________________________________________________________
______________________________________________________________________________
Product #3 ___________________________ Why? ___________________________________
______________________________________________________________________________
______________________________________________________________________________
Project Pointers:
You will be graded on the following:
1. Participation with your partner
2. Daily progress on the project
3. Appropriateness of your selections
4. Slide presentation to the class (oral)
5. Appearance of slide presentation (minimum of 14 slides)
6. Your appearance
7. Realistic nature of the project
8. Presentation: Audience will be from the “country” that has been assigned to you.
***All people must present
Be as detailed as possible. Be as creative as possible.
Think outside the box.
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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
Task Completed
On (MM/DD/Year)
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Cultural Differences Presentation Rubric
Name:
Country:
Presentation Title:
Teacher:
Date of Presentation:
Title of Work:
Points
Criteria
Points Earned
1
2
3
4
Organization
Audience cannot
understand
presentation because
there is no sequence of
information.
Audience has difficulty
following presentation
because student jumps
around.
Student presents
information in logical
sequence which
audience can follow.
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student is
uncomfortable with
information and is only
able to answer
rudimentary questions.
Student is at ease with
content, but fails to
elaborate.
Content Knowledge
Student does not have
grasp of information;
student cannot answer
questions about
subject.
Student used no visuals.
Visuals
Student occasionally
used visuals that rarely
support text and
presentation.
Visuals related to text
and presentation.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
Student used visuals to
reinforce screen text
and presentation.
Mechanics
Student's presentation
had four or more
spelling errors and/or
grammatical errors.
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.
Delivery
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in
the back of class to
hear.
Student incorrectly
pronounces terms.
Audience members
have difficulty hearing
presentation.
Student's voice is clear.
Student pronounces
most words correctly.
Student used a clear
voice and correct,
precise pronunciation
of terms.
Total Points
Teacher Notes:
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Teacher-Facilitator Rubric
Name:
Date:
(To be used to grade daily work as part of a major group or partner project)
Teacher:
Title of Work:
Criteria/Points
Skills
0
10
15
20
Helping:
The teacher observed the
students offering assistance
to each other.
Listening:
The teacher observed
students working with 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.
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
Points
Earned
Total Points
Teacher Notes:
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