Goin’ Global Practicum in Business Management Lesson Plan Performance Objective Upon completion of this lesson, students will understand the significance of conducting business internationally. 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. Students will understand the meaning and effects of outsourcing. This lesson should take 5 class days to complete. Preparation This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Business Management 130.121 Knowledge and Skills: (2) The student recognizes the importance of planning in an organization. The student is expected to: (I) define global management; and (J) explain how the organization will function in a global environment. Global Business 130.118 Knowledge and Skills: 1 Copyright © Texas Education Agency, 2015. All rights reserved. (1) The student identifies steps in implementing the background for starting an international operation. The student is expected to: (A) define global business (8) The student researches the business elements of cultural challenges and diversity. The student is expected to: (A) explain the role of culture in global business; (B) identify various elements of culture 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: Speech (F) identify main ideas and their supporting details; (G) summarize texts; and (J) read silently with comprehension for a sustained period of time. 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. 2 Copyright © Texas Education Agency, 2015. All rights reserved. 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 Make sure web sites are working and available. Instructional Aids Student handouts Materials Needed Copies of assigned activities Internet Equipment Needed Computer lab Teacher computer Projector (for any digital presentation) Introduction Learner Preparation Ask why is it necessary to get goods from other countries? Ask why our government puts trade restrictions on imports? Ask how do emerging nations become involved in international trade? Lesson Introduction Show the multi-media presentation and lead class in a discussion. Explain how all leading nations are interdependent. Discuss the impact of cultural and social environments on global trade. 3 Copyright © Texas Education Agency, 2015. All rights reserved. Outline MI OUTLINE NOTES TO TEACHER Terminology (Students will fill in blanks A. Business Cycle B. Prosperity C. Inflation D. Recession E. Depression II. U.S. and International Trade ”Approximately 1/3 of world-wide production is sold outside of the “home” country; A. Raw materials B. Manufactured goods C. Services as popular exchanges D. Data is transferred III. Businesses are Going Global A. Changing markets B. Foreign markets draw attention C. Competition D. Demand E. Government support Importance of International Trade Over 250,000 U.S. businesses export products 11% of GNP 95% are small to med. Sized Export over $500 billion in products Wholesalers export over $100 billion U.S.is 2nd largest exporter 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. I. U.S. is 1st in imports Have students take notes to keep in notebook. Notes Extension Activity: hand out the assignment sheet and complete in class. You may want the group to partner up or just have each student complete it individually. This is one reason why students should have taken notes! DISCUSS the questions. Assign “Cultural Differences” project. This project will take approximately 3 to 4 class periods to complete and 1 to 2 class periods to present to the class. *Note: prior to the onset of this activity, the teacher will need to go to the website and pre-select the countries to use. Try to get countries that are not popular and those that are not in the news as much, in order for the students to really learn something when researching. U.S. trade deficit in 1971 Forbes Global 2000: Top 25 Countries 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 4 Copyright © Texas Education Agency, 2015. All rights reserved. I. Introduction A. Global business B. International business C. Multinational corporation II. A. B. C. D. E. Common topics today Culture Trade agreements Economic advantage Outsourcing Fair trade III. Culture A. Values 1. religion 2. authority 3. individualism/collectivism B. Business customs 1. dress code 2. gift-giving 3. using a title 4. making appointments 5. negotiating contracts 6. phrases C. Non-verbal communication 1. personal space 2. eye contact 3. smells 4. touching IV. Common trade agreements A. Purpose-to make trade easier between member nations by reducing trade restrictions B. WTO-World Trade Organization C. After going through the facts stated in the outline above regarding international trade, begin a discussion with students about how international business affects them personally Ask how many students buy products online. Have a student record on the board what companies students shop online and whether those companies are based in this country or abroad. Discuss with students the difference between a virtual business and an international or multinational company. A virtual business may (or may not) only exist online and not have any locations in other countries, but a multinational company can have facilities or factories scattered around the world, which can have a big impact on how business is physically conducted in the other countries. Have students in pairs think of a common company and research how many locations it is in and have the pairs discuss the kinds of issues must be considered in those countries EU-European Union D. NAFTA-North American Free Trade Agreement 5 Copyright © Texas Education Agency, 2015. All rights reserved. V. WTO A. Increased international economic growth B. More than 150 members C. Headquartered in Geneva, Switzerland D. Lower tariffs E. Quotas eliminated F. Less financing restrictions VI. EU A. 28 member countries B. Based in Brussels, Belgium C. Eliminated many trade barriers D. Established consistent standards for many products E. Established a common currency to facilitate trade VII. NAFTA A. Canada, Mexico, and United States are member countries B. Reduced some and eliminated other tariffs between the member countries VIII. Economic advantage A. Absolute advantage-when a country can produce a product at a lower cost than other countries can B. Comparative advantage-when a country may have an absolute advantage in producing more than one product, but it is more efficient at C. Can be partially determined by a product’s life cycle . Ask students how NAFTA can affect their lives as a result of living in a state bordering Mexico. Have students research NAFTA and how it has affected Texas, its job market, and any other issues they can uncover. Informally have them take turns presenting their findings. Discuss with students how economic advantage can be the basis of trade. For example, countries produce what they are best at and that they can produce as cheaply as possible. But sometimes countries can import something less expensively than they can produce it, such as the U.S. with oil. We can produce it, but it is more expensive for us to do that on a large scale so we still rely on foreign oil. Discuss the product life cycle with students-introduction, growth, maturity, and decline stages. Explain to students that when we were inventing computers (intro.) and sales were on the increase (growth), other countries developed technology to create competitors (used to be called “clones”) so as computers reached the maturity stage here, other countries could produce them cheaper and our country looked for different variations of the computer such as laptops, etc. Many countries benefitted from this cycle. Have students suggest other products that have gone through the same cycles and how countries benefit. Draw a bell curve diagram to demonstrate the process. 6 Copyright © Texas Education Agency, 2015. All rights reserved. IX. X. Outsourcing A. Transferring functions normally performed within a company to outside of the company B. Can reduce costs of a company C. Can reduce jobs within a company, but can create more jobs to companies who specialized in the outsourced functions Fair Trade A. Promotes equitable trading opportunities in developing countries B. Promotes sustainability and social awareness such as concern for the environment and favorable working conditions Ask students if they have ever contacted tech support online or by phone for any of their products such as phones, software CDs, or DVDs. Most likely many of these people are located in other countries. This is an effective way to introduce outsourcing as an expansion into global business. There is a persuasive essay assignment on Outsourcing later in this unit that will better familiarize students to the concepts, advantages and disadvantages of outsourcing. Show students fair trade web sites such as those that have rules and regulations for what can be considered as fair trade products. producing one over the other, for example, it may be more efficient to product one product domestically and import the other product 7 Copyright © Texas Education Agency, 2015. All rights reserved. Application Guided Practice The teacher will present the multi-media presentation while students take notes using their handout. Students will work in class to complete the Notes Completion Activity to ensure understanding of the material. The projects are student-driven; therefore, the teacher will take on the role of a facilitator after students begin working on them. Have students in pairs write a list of each of the brand names they are either wearing, carrying, or using. Have a student recorder use sticky flip chart paper and place them around the room according to the category of items such as clothing, backpacks, phones, or school supplies. Then have each pair go around the room and write down the brand names for each category on their list. The pairs should research online which brands are manufactured in which countries. Give each pair a blank world map (found later in this lesson) and record in which countries their items are manufactured. In this way students can better understand the impact of global business as it relates to their own lives. 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? Which country is most influential according to Forbes “Global 2000: Top 25?” 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. 8 Copyright © Texas Education Agency, 2015. All rights reserved. WORLD MAP 9 Copyright © Texas Education Agency, 2015. All rights reserved. Global Economy Student Notes Fill in the blanks as we discuss these ideas. Keep this as a study guide. TERMINOLOGY: ______: North American Free Trade Agreement. ______: World Trade Organization. _______: European Union. International Trade: The people in countries. Imports: Products/services Exports: Products/services Indirect Exporting: Marketers with Direct Exporting: Company handles ________responsibilities to market products in other _________. Balance of Trade: The Foreign Production: A company and Joint Venture: or ___________companies in ____________countries with _______ interests develop a _____________to join in __________ ________________activities. Multinational Companies: Businesses that have from another to . country. experience the company; ___________for the ____________of products in other countries. conduct planning for of products/services to between a country’s and production . in another country. all over the and markets. Pre-industrial Economy: Based on standard of living. and development; ____ 10 Copyright © Texas Education Agency, 2015. All rights reserved. Post-industrial Economy: Based on And consumer produced & marketed in the Gross Domestic Product: The $ value of all country in ______________year. Gross National Product: The total of all goods/services ( produced within a country in one year. Quota: on the numbers of _________can in a country. Tariffs: Subsidy: of business marketplace. produced within a of products placed on imported products to increase the provided to a business to ) ______________. in the development and sale of products. Standard of Living: A Productivity: The Purchasing Power: The a Consumer Price Index: The ____________________: Consists of 4 stages: Prosperity, Recession, Depression and Inflation. of the quality of life for the citizens of a country. output by workers for a period of time. of goods/services that can be bought with $ amount of money. in the of a specified set of goods over _. U.S. and International Trade ”Approximately of world-wide production is sold country. of the 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 world’s exports. of 11 Copyright © Texas Education Agency, 2015. All rights reserved. _____________________ 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 who experience dropping sales & profit. Foreign markets are another way to expand Benefit of international marketing: and increase worldwide for products. support is available. Importance of International Trade U.S. economy: over Accounts for over _________________of U.S. exporting businesses are small to medium sized. Manufactures Wholesalers export over $ billion worth of products. U.S. is largest exporter. _________________is #1 exporter. U.S. is #1 Germany is ___________had 1st _____________deficit of the 20th Century in ______________(imports exceeded exports by over $1 billion that year). businesses products. of GNP. over $500 billion of products. __of products. ______importer. 12 Copyright © Texas Education Agency, 2015. All rights reserved. Forbes Magazine Global 2000: Top 25 1. ____________(China; banking) 2. ____________________(China; banking) 3. ___________________________(U.S.; banking) 4. ____________________________(U.S.; conglomerate, owns NBC & Comcast) 5. _________________(U.S.; oil/gas) 6. _________________________________ (U.K.; banking) 7. ________________________(Netherlands; oil/gas) 8. ____________________________(China; banking) 9. ______________________________ (China; oil) 10. ______________________(U.S.; diversified financial) 11. _____________(China; banking) 12. ____________(U.S.; banking) 13. ______________(U.S.; oil/gas) 14. _________________(Germany; world’s largest car manufacturer) 15. __________(U.S.; tech hardware/equipment) 15. ____________(U.S.; retailing) tied with Apple for 15th place 17. _____________(Russia; oil/gas—largest producer in the world) 18. _______(U.K.; oil/gas) 19. ____________(U.S.; banking) 20. ____________________(Brazil; oil/gas) 13 Copyright © Texas Education Agency, 2015. All rights reserved. Interpreted: Global 2000 companies: Include countries $ trillion in revenues $ trillion in assets Employ worldwide Country ranking (543 members) (251 members) (136 members) 14 Copyright © Texas Education Agency, 2015. All rights reserved. Goin’ Global 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 commonbusiness 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 rawmaterial 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 15 Copyright © Texas Education Agency, 2015. All rights reserved. Gross National Product: The total $value of all goods/services (includingimports) produced within a country in one year Quota: Limits on the numbers of certaintypes of products foreigncompanies can sell in a country Tariffs: Taxes placed on imported products to increase the sellingprice 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 BusinessCycle: Consists of 4 stages: Prosperity, Recession, Depression and Inflation Prosperity Recession Recovery 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. 16 Copyright © Texas Education Agency, 2015. All rights reserved. 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 who experience dropping sales & profit. Foreign markets are another way to expand competition and increase worldwide demand for products. Benefit of international: 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). 17 Copyright © Texas Education Agency, 2015. All rights reserved. Forbes Magazine Global 2000: Top 25 1. ICBC (China; banking) 2. ChinaConstructionBank (China; banking) 3. JPMorganChase (U.S.; banking) 4. GeneralElectric (U.S.; conglomerate, owns NBC & Comcast) 5. ExxonMobil (U.S.; oil/gas) 6. HSBCHoldings (U.K.; banking) 7. RoyalDutchShellOil (Netherlands; oil/gas) 8. AgriculturalBankofChina (China; banking) 9. PetroChina (China; oil) 10. BerkshireHathaway (U.S.; diversified financial) 11. BankofChina (China; banking) 12. WellsFargo (U.S.; banking) 13. Chevron (U.S.; oil/gas) 14. VolkswagenGroup (Germany; world’s largest car manufacturer) 15. Apple (U.S.; tech hardware/equipment) 15. Wal-Mart (U.S.; retailing) tied with Apple for 15th place 17. Gazprom (Russia; oil/gas—largest producer in the world) 18. BP (U.K.; oil/gas) 19. Citigroup (U.S.; banking) 20. Petrobras (Brazil; oil/gas) 18 Copyright © Texas Education Agency, 2015. All rights reserved. Interpreted: Global 2000 companies: Include 63 countries $38 trillion in revenues $159 trillion in assets Employ 87million worldwide Country ranking U.S. (543 members) Japan (251 members) China (136 members) 19 Copyright © Texas Education Agency, 2015. All rights reserved. Global Economy Notes Extension Activity OBJECTIVE: Students will dissect information from their notes to answer the questions. Next, students will design a graph of their choice that interprets the information learned. PROCEDURE: Use your notes from the Global Economy multi-media presentation to complete this activity. (Use only the information from the slides, even though the actual list is more extensive.) 1. What industry had the most listings in the Top 20? 2. What country led the list and how many did it have? 3. What is the percentage of U.S. countries? 4. Which country had the highest percentage of listings? 5. List the country or countries with the lowest percentage of listings. 6. Make a graph of the countries that depicts the information on the slides. (Greatest to least) 20 Copyright © Texas Education Agency, 2015. All rights reserved. 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 Wales Portugal Denmark Australia Peru Uruguay Nigeria Turkey Poland New Zealand 21 Copyright © Texas Education Agency, 2015. All rights reserved. Algeria Austria Norway India Columbia Greenland Korea Switzerland 22 Copyright © Texas Education Agency, 2015. All rights reserved. Cultural Differences I. Global Union OBJECTIVE: Students will research an assigned country to obtain required information. The final product will be a multi- media presentation of information; ultimately including products the students recommend to be sold in their respective country, as well as products which could be imported to the U.S. for sale. 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: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 23 Copyright © Texas Education Agency, 2015. All rights reserved. CUSTOMS AND COURTESIES 1. Greetings ____________________________________________________________________________________ ____________________________________________________________________________________ 2. Gestures ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. Visiting ____________________________________________________________________________________ ____________________________________________________________________________________ 4. Eating ____________________________________________________________________________________ ____________________________________________________________________________________ Lifestyle 1. Family ____________________________________________________________________________________ ____________________________________________________________________________________ 2. Dating/Marriage ____________________________________________________________________________________ ____________________________________________________________________________________ 3. Diet _____________________________________________________________________________________ _____________________________________________________________________________________ 4. Recreation _____________________________________________________________________________________ _____________________________________________________________________________________ 24 Copyright © Texas Education Agency, 2015. All rights reserved. 5. Commerce _____________________________________________________________________________________ _____________________________________________________________________________________ SOCIETY 1. Government _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Economy _____________________________________________________________________________________ _____________________________________________________________________________________ 3. Transportation/communication _____________________________________________________________________________________ _____________________________________________________________________________________ 4. Education _____________________________________________________________________________________ _____________________________________________________________________________________ Literacy Rate: 5. Health _____________________________________________________________________________________ _____________________________________________________________________________________ Life Expectancy: 25 Copyright © Texas Education Agency, 2015. All rights reserved. II. Culture Grams Project Continued… Now that you have concluded your investigation, you will now complete Part II. Design a multi-media presentation about your country which includes information you discovered in Part 1. Then determine 5 U.S. products you would market to the people in your country. The product may already be in existence, but you are to invent your own Brand Name and Logo for each one. Then determine 3 products your country could import to the U.S. Prepare a multi-media presentation documenting your research of your assigned country and all 8 products. BE CREATIVE. Also, be prepared to present your project to the class. 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? ______________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 26 Copyright © Texas Education Agency, 2015. All rights reserved. Product #4 Why? ______________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Product #5 Why? ______________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ PRODUCTS TO BE EXPORTED TO MARKET WITHIN THE U.S.: Product #1 Why? _____________________________________________________________________________________ _____________________________________________________________________________________ Product #2 Why? _____________________________________________________________________________________ _____________________________________________________________________________________ Product #3 Why? _____________________________________________________________________________________ _____________________________________________________________________________________ 27 Copyright © Texas Education Agency, 2015. All rights reserved. Cultural Differences Presentation Rubric Country : Name: Teacher:____________________________ Date of Presentation:________Title of Work_________________________________________ 1 Organization Content Knowledge Visuals Mechanics Delivery 2 Audience cannot Audience has understand presentation difficulty following because there is no presentation sequence of because student information. jumps around. 3 Student presents information in logical sequence which audience can follow. Student does not have Student is Student is at ease grasp of information; uncomfortable with with content, but student cannot answer information and is fails to elaborate. questions about subject. able to answer only rudimentary questions. 4 Student presents information in logical, interesting sequence which audience can follow. Student demonstrates full knowledge (more than required) with explanations and elaboration. Student used visuals to reinforce screen text and presentation. Student used no visuals. Student occasional used visuals that rarely support text and presentation. Visuals related to text and presentation. Student's presentation had four or more spelling errors and/or grammatical errors. Presentation has no Presentation has no more than two misspellings or misspellings and/or grammatical errors. grammatical errors. Presentation had three misspellings and/or grammatical errors. Student mumbles, Student incorrectly incorrectly pronounces pronounces terms. terms, and speaks too Audience members quietly for students in have difficulty the back of class to hear. hearing presentation. Student's voice is clear. Student pronounces most words correctly. Student used a clear voice and correct, precise pronunciation of terms. Total----> Teacher Comments: 28 Copyright © Texas Education Agency, 2015. All rights reserved. Business Customs Comic Strip Directions: Students will create a six-panel comic strip (using any online comic strip creator) that displays a conversation between at least two characters discussing at least eight different business customs for a chosen country. Have students draw country names from a hat. Students can conduct Internet research to learn about customs such as the following: gift-giving, planning a meeting, business attire, punctuality, using first name or title, negotiating, entertaining, topics of conversation, common phrases, public behavior, and other appropriate business topics. The comic strip should show a conversation that demonstrates understanding of the significance of each of the eight customs to the chosen country. The conversations should be appropriate and the comic strip should be attractive and easy to follow for the reader. 29 Copyright © Texas Education Agency, 2015. All rights reserved. Business Customs Comic Strip Rubric CATEGORY Clarity and Neatness 20 Comic strip is easy to read and all elements are clearly written, labeled, or drawn. 15 8 Comic strip is easy to Comic strip is hard to read and most elements read with rough are clearly written, drawings and labels. labeled, or drawn. 1 Comic strip is hard to read and one cannot tell what goes where. No spelling or grammatical mistakes on the comic strip. Required Elements Comic strip included all required elements as well as a few additional elements. Content All content is in the students' own words and is accurate. No spelling or grammatical mistakes on the comic strip. Several spelling and/or grammatical errors on the comic strip. Use of Time Used time well during most class periods. Spelling & Grammar Used time well during each class period. One spelling or grammatical error on the comic strip. Comic strip included all Comic strip included all One or more required required elements and required elements. elements was missing one additional element. from the comic strip. Almost all content is in At least half of the the students' own words content is in the and is accurate. students' own words and is accurate. Less than half of the content is in the students' own words and/or is accurate. Used time occasionally Used time poorly most during some class of the time. periods. Total Points ____________ 30 Copyright © Texas Education Agency, 2015. All rights reserved. Foreign Business Project: Planning an Itinerary You are in charge of planning a seven day itinerary for 30 foreign business executives who will be in the Dallas, Texas area. Incorporate both sports and entertainment activities as well as lodging, transportation and dining. Consider as well that these executives will be in town for a technology conference and will attend meetings for four hours each day for four of the days they are in town. Keep in mind that considerations must be made for how a country is represented to companies who do business with each other and all the issues to be taken into account such as respecting customs, cultures. among other things. Remember the following when researching and planning: You must promote the DFW Metroplex in a positive manner You will draw to determine what country your guests are from. What are the possible custom conflicts you may encounter? You decide what time of year or month; however, think about when they will arrive and depart. How will you “sell” Dallas? What key places and events will you include? Your presentation must include a mixture of: Sporting Events Entertainment Events Cultural Events Where and when will meals take place and at what cost? Remember foreign customs! You may not repeat a restaurant in your plan. Your guests may only eat four meals in the hotel. Are your guests male or female? Where will the conference be held? (Registration is paid separately and is not part of this activity.) What considerations have you taken regarding language barriers? What will you include in the host/hostess gifts? ( “goody bags”) What brochures will you include in the information packet? What are the cost factors per person and as a group? No “Gentlemen’s” Clubs or bars. Sorry about that!!!! Keep your expenditures to no more than $5,000 per person. (Airfare not included.) 31 Copyright © Texas Education Agency, 2015. All rights reserved. Project Pointers You will be graded on the following: Participation with your partner Daily work on computer Appropriateness of your selections PowerPoint presentation to the class (oral) Appearance of PowerPoint presentation (minimum of 14 slides) Your appearance Realistic nature of project You pick the time of year they are coming! Find out important info about your country What about customs? No faux pas! Allow two days for travel; however, these days DO NOT count toward the conference time frame Maximum of 4 people per hotel room Think about time allowances (drive time within the Metroplex, etc.) Presentation: Audience will be from the “country” which has been assigned to you Consider any cultural food restrictions You must secure transportation. Rental cars will not be an option. Remember: no activity may be repeated! You will have to research the hotel occupancy tax for your location and calculate the tax per room per night. Your company will handle payment of all activities and meals, etc. You must keep a running total of all expenses (use a spreadsheet). Do not forget to include all gratuities! (Wait staff, chauffeur, hotel, etc.) You and your partner will receive a commission of 6% per visitor in the group. Make sure you show your guests a GOOD time! Calculate how much your company made on the entire booking. (Hint: revenues less expenses.) ***Both people must present Be as detailed as possible. Be as creative as possible. Think outside the box. 32 Copyright © Texas Education Agency, 2015. All rights reserved. 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 33 Copyright © Texas Education Agency, 2015. All rights reserved. Teacher-Facilitator Rubric (To be used to grade daily work as part of a major group or partner project) Name: Date: Teacher:____________________ Title of Work: _______________________ Skills Criteria Helping 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. Points 0 10 15 20 None of the Some of the Most of the All of the Time Time Time Time None of the Some of the Most of the All of the Time Time Time Time None of the Some of the Most of the All of the Time Time Time Time None of the Some of the Most of the All of the Time Time Time Time None of the Some of the Most of the All of the Time Time Time Time Total Points Teacher Comments: 34 Copyright © Texas Education Agency, 2015. All rights reserved. Name: Date: Foreign Business Project Rubric Title: Process Below Avg. Satisfactory Excellent 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 Has clear vision of final product Directions were followed 4. Acquired needed knowledge base 5. Communicated efforts with teacher Product (Project) Total Score: Teacher’s Comments: 35 Copyright © Texas Education Agency, 2015. All rights reserved. Outsourcing Persuasive Essay Visit the PBS web site: http://www.pbs.org/pov/lasttrainhome/lesson-ethics-outsourcing.php and read through the ideas presented. Watch the short video entitled “The World’s Largest Human Migration” and discuss with them what obligations a country may or may not have regarding working conditions if they have facilities in other countries. Should they follow that country’s standards or the home country’s standards? Divide the class into pairs and have each student pick a side. There are articles at the web site that they can use to help research their side. They will each write an organized one- to two- page paper presenting evidence to support their side. Use the attached rubric for evaluation. 36 Copyright © Texas Education Agency, 2015. All rights reserved. Outsourcing Persuasive Essay Rubric Name: Date: Teacher:____________________ Title of Work: _______________________ CATEGORY 4 - Above Standards Position The position Statement statement provides a clear, strong statement of the author's position on the topic. Support Includes more than 3 for pieces of evidence Position (facts, statistics, examples, real-life experiences) that support the position statement. Grammar Author makes no & Spelling errors in grammar or spelling that distract the reader from the content. 13 - Meets Standards 2 - Approaching Standards Below Standards Score The position A position statement is There is no statement provides present, but does not position a clear statement of make the author's statement. the author's position position clear. on the topic. Includes 3 pieces of Includes 2 pieces of evidence (facts, evidence (facts, statistics, statistics, examples, examples, real-life real-life experiences) experiences) that support that support the the position statement. position statement. Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). Author makes 1-2 Author makes 3-4 errors errors in grammar or in grammar or spelling spelling that distract that distract the reader the reader from the from the content. content. Author makes more than 4 errors in grammar or spelling that distract the reader from the content. The transitions between ideas are unclear OR nonexistent. Transitions A variety of Transitions show Some transitions work thoughtful transitions how ideas are well, but some are used. They clearly connected, but there connections between show how ideas are is little variety ideas are fuzzy. connected Sentence All sentences are Most sentences are Most sentences are well Structure well-constructed with well-constructed constructed, but there is varied structure. and there is some no variation is structure. varied sentence structure in the essay. Most sentences are not wellconstructed or varied. 37 Copyright © Texas Education Agency, 2015. All rights reserved.