Goin’ Global
Printing and Imaging Practicum
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
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 Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(2) The student implements advanced communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(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
(G) exhibit 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 independently and in teams to solve problems.
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(4) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for printing and imaging projects;
(7) The student implements 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 within organizations, exhibiting problem-solving and management
traits, describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict-management skills to achieve collective goals;
(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrating sensitivity to and value for diversity, and managing
stress and controlling emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing
meeting goals, objectives, and agendas; preparing for and conducting meetings to
achieve objectives within scheduled time; producing meeting minutes, including
decisions and next steps; and using parliamentary procedure, as needed, to conduct
meetings;
(8) The student implements ethical decision making and complies with laws regarding use of
technology in printing. 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) apply copyright laws in relation to fair use and duplication of materials; and
(C) model respect for intellectual property;
(D) demonstrate proper etiquette and knowledge of acceptable use policies; and
(E) understand Creative Commons laws including all licensing.
(9) The student implements employability characteristics. The student is expected to:
(D) Maintain, update, and present a portfolio with work experiences, licenses,
certifications, and work samples;
(10) The student implements technical skills for efficiency. The student is expected to employ
planning and time-management skills and tools to enhance results and complete work tasks.
(11) The student implements an advanced technical understanding of professional printing and
imaging. The student is expected to:
(A) manage the printing process;
(B) prepare customer documents;
(C) use appropriate printing processes; and
(F) demonstrate folding a variety of print pieces, adapting equipment as needed.
Interdisciplinary Correlations
English
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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) The student uses 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 take notes and keep them in their notebook.
 Students will complete all assignments in a timely manner.
Accommodations for Learning Differences
Lessons must 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 and rubrics
 Internet access
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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?
Lesson Introduction
 Show the “Goin Global” slide presentation and lead class in a discussion.
 Explain how all leading nations are interdependent.
 Discuss the importance of knowing the cultures, customs, and business protocols of another
country, especially if your company is creating printing and imaging projects that will be used
in that country.
 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 multi-media
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
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.
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Importance of International Trade
Over 250,000 U.S. businesses export products
11% of GNP
95% are small to med. 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 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
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 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.
Independent Practice
 Students will use research skills to investigate the customs and culture of various countries.
 Students will work with a partner to complete the “Cultural Differences” projects.
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?
 Conduct an online search to determine which country is the most influential.
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 are provided and may be used to assess completed 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
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 ________ __________
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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
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
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:
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
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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
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
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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Cultural Differences Project Country Selection
Teacher Directions:
You will need two copies of this list (or add your own selections). One 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
Cultural Differences Part I
OBJECTIVE
Students will work with a partner to research an assigned country and obtain the required
information listed below. Students will use the information to complete two projects.
PROCEDURE
You have been assigned a country to research using the website below. You are to read over the
following categories and take notes. You will use this information to create a Collage Board with
images from your country pertaining to each category below. You will then prepare a multi-media
presentation comparing this 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
Literacy Rate:______________________
5. Health
Life Expectancy:_______________
_____
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Cultural Differences Part II
Now that you have concluded your investigation, you will now complete Part II.
Design a Photo Collage Board with images of the country you selected. Use poster boards or art
boards for the base of the collage. Each image should be printed as an 8”x10” photo before being
affixed to the board. Use Printing and Imaging techniques for this project.
The images should represent each of the categories from Part 1, and all copyrights to the images must
be listed and acknowledged. BE CREATIVE, and be prepared to present your project to the class.
Project Pointers:
You will be graded on the following:
1. Participation with your partner
2. Daily progress on the computer
3. Appropriateness of your selections (minimum of 14 photos – one from each category in Part 1)
4. The printed quality of the selections
5. Collage presentation to the class (oral)
6. Overall appearance of collage presentation
7. Your appearance
8. Realistic nature of the project
***All people must present
Be as detailed as possible. Be as creative as possible. Think outside the box.
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Cultural Differences Part III
Once you and your partner have completed the Photo Collage Board, you will now complete Part III.
Your company has the opportunity to redesign an advertising campaign for a major product that will
now be sold in the country you researched (You choose the product). Now that you are familiar with
the customs and culture of this country, how should your group proceed in redesigning the images
and information so they are acceptable and not offensive to the people of this country? Design a
multi-media presentation comparing the country you selected with that of the United States. Include
details regarding considerations and changes that will need to be made to the design (images and
information) so this new advertising campaign will be appropriate and acceptable to the people in this
country.
Be creative! Be prepared to present your multi-media presentation to the class.
Project Pointers:
Your multimedia presentation should include the following:
1. Information about the 2 countries – Make sure you cover each category in Part 1
2. Compare and contrast – Explain the similarities and differences in cultures and customs
between the 2 countries
3. Considerations and changes that will need to be made to the advertising design (Include
needed changes to photos as well as product information)
4. Multi-media presentation to the class (oral)
5. Overall appearance of the presentation
6. Your appearance
7. Realistic nature of the project
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Detail Sheet
Record each person’s responsibilities for each project. Check off the tasks as they are completed.
This will be turned in as a graded portion of your project.
Assigned Task
Name
Task Completed
On (MM/DD/Year)
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Cultural Differences Presentation Rubric
Note: This rubric may be used for both projects
Country
Name
Teacher
ID#
Date of Presentation
Criteria
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
0-5
6-10
Audience cannot
understand
presentation
because there is no
sequence of
information
Audience has
difficulty
following
presentation
because student
jumps around
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student
occasional used
visuals that rarely
support text and
presentation.
Presentation had
three
misspellings
and/or
grammatical
errors.
Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student used no
visuals.
Student's
presentation had
four or more
spelling errors
and/or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class
to hear.
Points
11-15
16-20
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 content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation has
no misspellings or
grammatical
errors.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
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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
Helping
The teacher observed the None of the
Time
students offering assistance
to each other.
Listening
The teacher observed None of the
Time
students working from each
other's ideas.
Participating:
The teacher observed each None of the
Time
student contributing to the
project.
Persuading:
The teacher observed the
None of the
students exchanging,
Time
defending, and rethinking
ideas.
Sharing:
The teacher observed the
None of the
students offering ideas and
Time
reporting their findings to
each other.
Points
10
15
20
Some of the
Most of the
All of the
Time
Time
Time
Some of the
Most of the
All of the
Time
Time
Time
Some of the
Most of the
All of the
Time
Time
Time
Some of the
Most of the
All of the
Time
Time
Time
Some of the
Most of the
All of the
Time
Time
Time
Total Points
____
____
____
____
____
____
Teacher Comments:
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