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:
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(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.
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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.
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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
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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
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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.
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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
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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. 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.
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WORLD MAP
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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;
____
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
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
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
_____________________ 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
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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)
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Interpreted:
Global 2000 companies:
Include
countries
$
trillion in revenues
$
trillion in assets
Employ
worldwide
Country ranking
(543 members)
(251 members)
(136 members)
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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
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
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.
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
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).
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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)
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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)
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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)
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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
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Algeria
Austria
Norway
India
Columbia
Greenland
Korea
Switzerland
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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:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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CUSTOMS AND COURTESIES
1. Greetings
____________________________________________________________________________________
____________________________________________________________________________________
2. Gestures
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Visiting
____________________________________________________________________________________
____________________________________________________________________________________
4. Eating
____________________________________________________________________________________
____________________________________________________________________________________
Lifestyle
1. Family
____________________________________________________________________________________
____________________________________________________________________________________
2. Dating/Marriage
____________________________________________________________________________________
____________________________________________________________________________________
3. Diet
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Recreation
_____________________________________________________________________________________
_____________________________________________________________________________________
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5. Commerce
_____________________________________________________________________________________
_____________________________________________________________________________________
SOCIETY
1. Government
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Economy
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Transportation/communication
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Education
_____________________________________________________________________________________
_____________________________________________________________________________________
Literacy Rate:
5. Health
_____________________________________________________________________________________
_____________________________________________________________________________________
Life Expectancy:
25
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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?
______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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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?
_____________________________________________________________________________________
_____________________________________________________________________________________
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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:
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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:
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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.