Lesson Plan
Course Title: Global Business
Session Title: Lesson 1.1 - Global Business Defined
Performance Objective (LSI Quadrant 1-Why are we doing this?):
The purpose of this lesson is to help students gain a basic understanding of global business…its
definition and development.
Approximate Time:
Three days.
Specific Objectives (LSI Quadrant 1-Why are we doing this?):
SWBAT (Student Will Be Able To…)
1.1A - Define global business.
1.1B - Describe the rise of global business linkages in global business.
1.1C - Describe the position of the United States in global trade.
1.1D - Identify advantages and problem areas for United States firms wanting to enter global
business.
Terms:
These terms are taken directly from Chapters 1-5, International Business (3E), Dlabay & Scott,
Thompson-Southwestern and the suggested text associated with these TEKS on the Scope and
Sequence Timeline.
Chapter 1
Culture – The accepted behaviors, customs, and values of a society.
Domestic Business – Making, buying, and selling goods and services within a country.
Exports – Products sold in other countries.
Global Dependency – People need and want goods and services that are produced in other
countries.
Imports – Products bought from business in other countries.
International Business – The activities necessary for creating, shipping, and selling goods and
services across national borders.
Trade Barriers – Restrictions that reduce free trade among countries.
Chapter 2
Absolute Advantage – A country’s ability to produce a good or service at a lower cost than other
countries.
Balance of Trade – The difference between a country’s exports and imports.
Comparative Advantage – A situation that exists when a country specializes in the production of a
good or service at which it is relatively more efficient.
Consumer Price Index (CPI) – The monthly United States federal government report on inflation.
Economics – The study of how people choose to use limited resources to satisfy their unlimited
wants and needs.
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Economic System – The method a country uses to answer the basic questions of what to produce,
how to produce it, and for whom to produce it.
Factors of Production – The three types of resources used to produce goods and services.
Foreign Debt – The amount a country owes to other countries.
Gross Domestic Product (GDP) – A measure of the productive output of a country within its
borders, including items produced with foreign resources.
Gross National Product (GNP) – A measure of the total value of all goods and services produced
by the resources of a country.
Infrastructure – A nation’s transportation, communication, and utility systems.
Privatization – The process of changing an industry from public to private ownership.
Scarcity – The limited resources available to satisfy the unlimited wants and needs of people.
Supply – The amount of a good or service that businesses are willing and able to make available
at a certain price.
Chapter 3
Body Language – A type of nonverbal communication where facial expressions, upper and lower
body movements, and gestures convey what is meant.
Class System – A means of dividing the members of a cultural group into various levels.
Collectivism – The belief that the group is more important than the individual.
Cultural Baggage – The idea that you carry your beliefs, values, and assumptions with you at all
times.
Culture Shock – A normal reaction to all the differences of another culture.
Ethnocentrism – The belief that one’s culture is better than other cultures.
Extended Family – A group that consists of parents, children, and other relatives living together.
Individualism – The belief in the individual and her or his ability to function relatively independently.
Nonverbal Communication – Communication that does not involve the use of words.
Nuclear Family – A group that consists of a parent or parents and unmarried children living
together.
Subculture – A subset or part of a larger culture.
Chapter 4
Boycott – Absolute restriction on the import of certain products from certain countries.
Common Market – Member countries eliminate trade barriers, encourage investment, and allow
workers to move freely across borders.
Democracy – A political system in which all people take part in making the rules that govern them.
Economic Nationalism – A policy of restricting foreign ownership of local companies and hindering
foreign imports.
Expropriation – Government takeover of a foreign-owned business.
Free Trade Agreement – An arrangement between countries that eliminates duties and trade
barriers on products traded among members.
Free Trade Zone – Designated area where products can be imported duty-free.
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Home Country – The country in which a multinational enterprise is headquartered.
Host Country – A country in which a multinational enterprise is a guest.
MFN Status – Designation given to certain countries that allows their products to be imported into
the granting country under the lowest customs duty rates.
Political System – Means by which people in a society make the rules by which they live.
Protectionism – Government policy used to protect local, or domestic, industries from foreign
competition.
Quota – A limit on the amount of a product that can be imported from a given country.
Social Responsibility –
Tax Holiday – Tax incentive used by governments to attract foreign investment where a
corporation does not pay income taxes for a time after investing.
Trade Embargo – Complete ban on any trade with a particular country.
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.
1.1 The student identifies steps in implementing the background for starting an international
operation.
(A) Define global business.
(B) Describe the rise of global linkages in global business. (Not represented in this lesson)
(C) Describe the position of the United States in global trade.
(D) List the advantages and problem areas for United States firms wanting to enter global
business.
Interdisciplinary Correlations:
English-English 1
 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing.
 110.31(b)(11). Reading/Comprehension of informational text/procedural texts. Students
understand how to glean and use information in procedural texts and documents.
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Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Logistics Managers
O*Net Number: 11-3071.03
Reported Job Titles: Logistics Manager, Global Logistics Manager, Integrated Logistics
Programs Director
Tasks: Direct or coordinate comprehensive logistical or reverse logistical functions for product life
cycles including acquisition, distribution, internal allocation, delivery, recycling, reuse, or final
disposal of resources…Negotiate with suppliers or customers to improve supply chain efficiency or
sustainability…Negotiate transportation rates or services.
Soft Skills: Time management, active listening, and communicating effectively in writing.
Teacher Preparation:
 The teacher will review the terms in the outline, presentation slides, and any provided
materials to become familiar with the lesson.
 Teacher should locate and evaluate various resources and websites before the lesson.
 Teacher will have assignments and website information ready to distribute to students.
References:
International Business (3E), Dlababy & Scott, Thompson Southwestern
Instructional Aids:
 Products that represent your wants/needs (three of each)
 Lesson 1.1 Presentation-Global Business Defined
 Textbook
Materials Needed:
Lesson 1.1 Presentation-Global Business Defined
Lesson 1.1 Formal Assessment
Lesson 1.1 Formal Assessment Key
Equipment/Software Needed:
 Projection unit
 Instructor computer
 Internet access
 Electronic system for taking notes
Learner Preparation:
Discovery Activity slide snapshot copied and pasted below:
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Introduction
Introduction (LSI Quadrant I-Why are we doing this lesson?):
ASK: Can you define international business?
ASK: Do you personally feel international business is important?
ASK: Do you feel the United States thinks international business is important?
ASK: Can you currently explain the USA’s position on global international business by identifying
ways we encourage and discourage it?
ASK: Can you identify the advantages and problem areas for the United States firms wanting to
enter global business?
ASK: Do you think international business is a good thing for you personally? How about for your
family? For your state? Why or why not?
SAY: Over the next few days, we’re going to learn what international business is about, try and
determine how you feel about it personally and ways our government both encourages and
discourages it.
Outline
Outline (LSI Quadrant II-What are we doing in this lesson?):
Instructors can use the presentation program/software, slides, handouts, and notes pages in
conjunction with the following outline.
MI
Outline
I. Introduction (Day 1)
A. Discovery Activity
B. Lesson Objectives
C. Need to Know Terms. (See provided
presentation for details.)
Notes to Instructor
For the Discovery
Activity, bring in three
items that you want/need
and do research to find
out where those
products come
from...USA or other
country.
See presentation for
details.
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II. Guided Instruction (Day 2)
A. Notes/Discussion/Lecture
Unit 1-The World of International Business
1. C1-We Live in a Global Economy
(a) What is international business?
(b) Why is international business
important?
(c) The fundamentals of international
trade
(d) The international business
environment
(e) The global business world
2. C2-Our Global Economy
(a) The basic economic problem
(b) Economic resources satisfy needs
3. C3-Cultural Influences in Global Business
(a) Subcultures in society
(b) Family relationships
(c) Society’s institutions
(d) Language differences
(e) Learning a second language
(f) Direct/indirect/nonverbal
communication
(g) Values around the world
4. C4-Government and Global Business
(a) Political relationships in business
(b) Government activities influence
business
Use the state adopted
textbook (International
Business (3E), Dlababy
& Scott, Thompson
Southwestern) to cover
key concepts and
information in these
chapters. This is the
resource listed on the
Scope and Sequence for
these chapters. The time
frame allows for only a
highlight of these
chapters.
III. Informal Assessment (Day 1 and/or 2)
Check one or all of the
following:
 Need to Know
Terms
 Discovery Activity
 Notes taken during
class
lecture/discussion
IV. Review (Day 2 and/or 3)
Use presentation
template to highlight key
pieces of information.
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V. Formal Assessment (Day 3)
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Use provided
assessment documents.
Intrapersonal
Interpersonal
Application
Discovery-(LSI Quadrant III-How are we going to do this?):
Introduction - Slide snapshots copied and pasted below:
Guided Instruction (LSI Quadrant III-How are we going to do this?):
Notes/Lecture Discussion - Slide snapshots copied and pasted below:
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Naturalist
Existentialist
Informal Assessment (LSI Quadrant III-How are we going to do this?):
Check one or all of the following:
•
Need to Know Terms
•
Discovery Activity
•
Notes taken during class lecture/discussion
Summary
Review (LSI Quadrants I-Why are we doing this lesson? and IV-Extending the lesson):
Purpose of Assignment-slide snapshot copied and pasted below:
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Evaluation
Informal Assessment (LSI Quadrant III):
Check one or all of the following:
•
Need to Know Terms
•
Discovery Activity
•
Notes taken during class lecture/discussion
Formal Assessment (LSI Quadrant III, IV):
Test - Global Business Defined
Extension
Extension/Enrichment (LSI Quadrant IV-Extending the lesson):
Last slide in presentation.
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Formal Assessment (LSI Quadrant III-How are we doing this?)
Lesson 1.1 Formal Assessment (provided)
Grading Rubric-Source: http://www.rcampus.com/rubricshowc.cfm?code=F4A59A&sp=yes&
Short Answer Test Assessment Rubric
Needs
No Answer
Improvement
0 pts
4 pts
Content
10 pts
No Answer
Did not answer
question.
Organization
10 pts (Answers
are clearly thought
out and
articulated.)
Writing
Conventions
10 pts (Spelling,
punctuation,
grammar, and
complete
sentences.)
No Answer
Did not answer
question.
No Answer
Did not answer
question.
Needs
Improvement
Answers are
partial or
incomplete. Key
points are not
clear. Question
not adequately
answered.
Needs
Improvement
Organization and
structure detract
from the answer.
Needs
Improvement
Displays over five
errors in spelling,
punctuation,
grammar, and
sentence
structure.
Adequate
6 pts
Adequate
Answers are
not
comprehensive
or completely
stated. Key
points are
addressed, but
not well
supported.
Quality
8 pts
Quality
Answers are
accurate and
complete. Key
points are
stated and
supported.
Exemplary
10 pts
Exemplary
Answers are
comprehensive,
accurate and
complete. Key
ideas are
clearly stated,
explained, and
well supported.
Adequate
Quality
Exemplary
Inadequate
organization or
development.
Structure of
the answer is
not easy to
follow.
Organization is
mostly clear
and easy to
follow.
Well organized,
coherently
developed, and
easy to follow.
Adequate
Quality
Exemplary
Displays three
to five errors in
spelling,
punctuation,
grammar, and
sentence
structure.
Displays one to
three errors in
spelling,
punctuation,
grammar, and
sentence
structure.
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Displays no
errors in
spelling,
punctuation,
grammar, and
sentence
structure.
Lesson 1.1 - Global Business Defined
Formal Assessment
Objective: To determine your level of understanding of how global business is defined,
how the USA encourages/discourages it, and the advantages/disadvantages for USA
firms wanting to enter global business.
Please answer the following questions (be specific and detailed).
1.
2.
3.
4.
What is the definition of global business?
What is the USA’s position on global business?
Identify advantages and problem areas for United States firms wanting to enter global business.
What are three terms and their definitions, from each chapter (1-4) that you learned?
Each of the first three questions will be worth 30 points and the fourth question will be worth
10 points.
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11
Lesson 1.1 - Global Business Defined
Formal Assessment
Objective: To determine your level of understanding of how global business is defined,
how the USA encourages/discourages it, and the advantages/disadvantages for USA
firms wanting to enter global business.
Please answer the following questions (be specific and detailed).
5. What is the definition of global business? Answers will vary and should include specifics from
notes/lecture/discussion.
6. What is the USA’s position on global business? Answers will vary and should include specifics
from notes/lecture/discussion.
7. Identify advantages and problem areas for United States firms wanting to enter global business.
Answers will vary and should include specifics from notes/lecture/discussion.
8. What are three terms and their definitions, from each chapter (1-4) that you learned? Answers
will vary and should be specific.
Each of the first three questions will be worth 30 points and the fourth question will be worth
10 points.
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