Lesson Plan —Unit One International and Domestic Business
Course Title: Principles of Business, Marketing, and Finance
Session Title: Lesson Six -The Foundation of International Business
Performance Objective:
• Upon completion of this lesson, the student will define domestic and international
business and explain the impact of global dependency on the United States
economy.
Specific Objectives:
• Distinguish between domestic business and international business.
• Discuss reasons why international business is important..
• Understand the history of international business.
• Describe basic international business activities.
• Explain the components of the international business environment.
• Explain the importance of international business for workers, consumers, and
citizens.
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.
• 130.112(c)(4)(A)
compare domestic and world trade
• 130.112(c)(4)(B)
explain the impact of imports and exports on the United States economy
• 130.112(c)(3)(A)
compare and contrast the types of economic systems, including traditional,
centrally planned, market, and mixed economies
• 130.112(c)(3)(C)
summarize the characteristics of the private enterprise system
Interdisciplinary Correlations:
English
110.42(b)(6)(A) – Vocabulary Development
…expand vocabulary through wide reading, listening, and discussing
110.42(b)(6)(B) – Vocabulary Development
… rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary
110.42(b)(7)(F) – Reading/comprehension
…identify main ideas and their supporting details
110.42(b)(7)(G) – Reading/comprehension
…summarize texts
110.42(b)(7)(J) – Reading/comprehension
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1
…read silently with comprehension for a sustained period of time
Interdisciplinary Correlations:
Mathematical Models with Applications
111.36(c)(1)(A) – Knowledge and Skills
…compare and analyze various methods for solving a real-life problem.
111.36(c)(1)(B) – Knowledge and Skills
…use multiple approaches (algebraic, graphical, and geometric methods) to solve
problems from a variety of disciplines
111.36(c)(1)(C) – Knowledge and Skills
…select a method to solve a problem, defend the method, and justify the
reasonableness of the results
111.36(c)(6)(A) – Knowledge and Skills
…analyze methods of payment available in retail purchases and compare relative
advantages and disadvantages of each option.
111.36(c)(7)(A) – Knowledge and Skills
…analyze types of savings options involving simple and compound interest and
compare relative advantages of these options.
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.
References:
1. Introduction to Business, Brown Clow, Glencoe McGraw-Hill
2. Intro to Business, Dlabay Burrow Klendl, South-Western Cengage Learning
3. International Business, Dlabay Scott, South-Western Cengage Learning
4. Online Resources: globaledge.msu.edu, worldnetdaily.com/news/article
Instructional Aids:
1. “The Foundation of International Business” PowerPoint Presentation
2. Expanding Beyond U.S. Borders Assignment #1
3. Expanding Beyond U.S. Borders Assignment #1 Rubric
4. Conducting Business in Another Country Brochure Assignment #2
5. Conducting Business in Another Country Brochure Assignment #2 Rubric
6. Exporting Out of State Debt Assignment #3
7. Exporting Out of State Debt Assignment #3 Rubric
8. Internet
Materials Needed:
1. Construction paper
2. Scissors and glue
3. Poster board
4. Newspapers
Equipment Needed:
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1. Computers for students to complete projects
2. Projector for PPT
Learner Preparation:
1. Ask students to list three examples of domestic and three examples of imported
automobiles. Then ask students to circle that brand that they would most likely
purchase. Then conduct a class discussion about domestic and imported goods
and how different purchases affect the U.S. economy.
2. Ask students why commercials advertising fast-food restaurants emphasize that
the “beef is from North America.” Then ask students if this means that the beef
came from U.S. farmers. Explain how different parts of the world have different
regulations for producing foods. The standards set for U.S. farmers to follow may
put them at a disadvantage when trading in a global marketplace that includes
producers from countries with less strenuous standards.
Lesson Plan
Introduction (LSI Quadrant I):
1. McDonalds is now buying beef from South America. U.S. farmers have more
strenuous U.S. standards to meet when producing beef than farmers in South
America. How is global trade unfair in this situation? How can consumers make a
statement to let McDonalds know that American farmers need their support?
2. Show students a map of the world that does not label the countries. Then give
students names of the countries to place on the map. This activity emphasizes
the importance of understanding geography when conducting international
business.
3. Ask students to choose a country that is ripe for international trade. Students
must explain the cultural and social factors, economic conditions, political and
legal factors, population, and geography for their chosen country.
Important Terms for this Lesson:
• culture – the accepted behaviors, customs, and values of a society or a system
of learned, shared, unifying, and interrelated beliefs, values, and assumptions
• domestic business – making, buying, and selling goods and services within a
country
• exports – products sold to other countries
• global dependency-a condition that exists when items consumers need and want
are created in other countries
• imports-products bought from businesses in other countries
• international business-all business activities needed to create, ship, and sell
goods and services across national borders
• trade barriers-restrictions that reduce free trade among countries
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Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, current events, the
Internet, and note pages in conjunction with the following outline.
MI
.
Outline
I. International Business
A. All activities needed to create, ship, and
sell goods and services across national
borders
B. Also referred to as global business,
international trade, and foreign trade
C. Importance of international business
1. source of raw materials
2. supplier of foreign products
3. new market and investment
opportunities
4. improved political relations
D. History of International Business
1. Roman Empire-more than 15,000 years
ago dominated international business for
more than 600 years
2. Eleventh Century
a. renewed interest in global
commercialism
b. 1500-1900: several European
countries established colonies in
Africa, Asia, North America, and South
America
Notes to Instructor
Ask students to give
advantages and
disadvantages for
increased
international
business.
II. International Business Basics
A. Trade Activities-viewed from the side of the
buyer and the seller
B. Imports-products bought from businesses in
other countries
C. Exports-products sold in other countries
D. Four Major Categories of the International
Business Environment
1. geographic conditions
2. cultural and social factors
3. political and legal factors
4. economic conditions
E. Trade Barriers-attempts to protect domestic
business
1. quota-limit the amount of trade
Ask students why it
is important to study
the international
business
environment before
trying to conduct
business around the
world.
Copyright © Texas Education Agency, 2011. All rights reserved.
Ask students to give
examples of how
political relations
affect international
business around the
world.
Ask students to list
three goods/services
that are specialties
for the United States.
Then ask students to
list countries where
these goods/services
are highly
demanded.
Survey the class to
determine if students
support increased
global business.
Ask students why an
4
2. tariff-tax on imports
3. embargo-refuse trade with another
country usually for political reasons
E. Knowledge for International Business
1. history
2. geography
3. foreign language
4. culture
5. study skills
F. Advantage of International Business
1. consumer-more choices
2. citizen-increased awareness of the world
increasing number of
people from Mexico
take the risk of
crossing the border
to work in the United
States. How does
this activity affect the
U.S. economy and
employment rate of
U.S. citizens?
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
InterPersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III): Ask students to tell how international business ha
helped workers, consumers, and citizens. Put the students’ answers into a three-column
table. Flash pictures of domestic and imported product to the clash. Students must
guess whether the products are domestic or imported. Then discuss how specialization,
raw materials, and labor impact where products are produced.
Independent Practice (LSI Quadrant III):
1. Expanding Beyond U.S. Borders Assignment: Put the names of different
countries in a hat. Split the class into teams of two; each team will draw a country
from the hat. Then the team must prepare a PowerPoint presentation that covers
the geography, cultural and social factors, economic conditions, and political and
legal factors for conducting business in their chosen country. The presentation
will be evaluated using the assigned rubric.
2. Conducting Business in Another Country Brochure Assignment: Ask
students to design a brochure with tips for conducting business in another
country. The brochure should include tips about culture, language, gestures,
customs, religion, and political influences in the country. The brochure will be
evaluated using the assigned rubric.
3. Exporting Out of State Debt Assignment: Put the names of U.S. states in a
hat. Each student draws a state from the hat; they research the state to
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5
determine its areas of specialization. Then students determine an international
business partner for the state. Students prepare a PowerPoint presentation to
explain what the specialization for the state, proposed international trade partner,
what products to sell internationally, and why the international trade partner is a
good choice. The presentation will be evaluated using the assigned rubric.
Summary
Review (LSI Quadrants I and IV):
Q: Why is international business important?
A: International business opens new markets, creates more jobs, and improves political
relationships.
Q: What is global dependency?
A: Global dependency means that countries around the world depend upon each other
to trade goods and services.
Q: How is specialization related to global business?
A: International business allows countries to specialize their production according to
their natural resources and expertise.
Q: Why do governments sometimes create trade barriers to discourage imports?
A: Trade barriers are used as political strategies. Trade barriers are attempts to protect
American production and jobs.
Q: What are the four parts of the international business environment?
A: Geography, cultural and social factors, economic conditions, and political and legal
factors are the four parts of the international business environment.
Q: What is the difference between an import and an export?
A: Imports are products bought from businesses in other countries and exports are
products sold in other countries.
Q: Why should individuals study the culture of another country before conducting
international business.
A: Business transactions are frequently influence by the country’s culture.
Evaluation
Informal Assessment (LSI Quadrant III):
1. Instructor will observe students during Independent Practice.
2. Instructor will assist students as needed.
Formal Assessment (LSI Quadrant III, IV):
Assigned Rubrics will be used to assess assignments 1, 2, and 3 for Independent
Practice (LSI Quadrant III).
Extension/Enrichment (LSI Quadrant IV):
1. Interview a person who has lived or worked in another country. Ask him or her
about the cultural and business differences of that country compared to the
United States. Prepare a report that includes information learned from the
research.
2. Balance of Trade: Select a country other than the United States. Research the
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major imports and exports of that nation for a recent year. Calculate the
difference between the country total exports and imports and the percentage of
change in exports and imports from the previous year.
3. Ask students to create a collage that represents the international business
environment for a selected country. The collage should include pictures and text
for geography, cultural and social factors, economic conditions, and political and
legal factors.
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7
The Foundation of International Business
Independent Practice Assignment Sheet
Expanding Beyond U.S. Borders Assignment #1: Draw the name of a country from
the hat. Your team must prepare a PowerPoint presentation that covers the
geography, cultural and social factors, economic conditions, and political and
legal factors for conducting business in their chosen country. The presentation
will be evaluated using the assigned rubric.
Conducting Business in Another Country Brochure Assignment #2: Design a
brochure with tips for conducting business in another country. The brochure
should include tips about culture, language, gestures, customs, religion, and
political influences in the country. The brochure will be evaluated using the
assigned rubric.
Exporting Out of State Debt Assignment #3: Draw the name of a state from the hat;
research the state to determine its areas of specialization. You must determine
an international business partner for the state. Prepare a PowerPoint
presentation to explain what the specialization for the state, proposed
international trade partner, what products to sell internationally, and why the
international trade partner is a good choice. The presentation will be evaluated
using the assigned rubric.
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8
Economic and Ethical Activity in a Changing World
Expanding Beyond U.S. Borders Assignment #1 Rubric
Student Name:
_____________________________________________________
20
15
10
5 or less
Content
Covers topic indepth with details
and examples.
Subject knowledge is
excellent.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.
Includes essential
information about
the topic but there
are 1-2 factual
errors.
Content is minimal
OR there are several
factual errors.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Content is logically
organized for the
most part.
There was no clear
or logical
organizational
structure, just lots of
facts.
Attractiveness
Makes excellent use
of font, color,
graphics, effects,
etc. to enhance the
presentation.
Makes good use of
font, color, graphics,
effects, etc. to
enhance to
presentation.
Makes use of font,
color, graphics,
effects, etc. but
occasionally these
detract from the
presentation content.
Use of font, color,
graphics, effects etc.
but these often
distract from the
presentaion content.
Originality
Product shows a
large amount of
original thought.
Ideas are creative
and inventive.
Product shows some
original thought.
Work shows new
ideas and insights.
Uses other people's
ideas (giving them
credit), but there is
little evidence of
original thinking.
Uses other people's
ideas, but does not
give them credit.
Presentation
Well-rehearsed with
smooth delivery that
holds audience
attention.
Rehearsed with fairly
smooth delivery that
holds audience
attention most of the
time.
Delivery not smooth, Delivery not smooth
but able to maintain and audience
interest of the
attention often lost
audience most of the
time.
CATEGORY
Total Score _______
Maximum 100 Points
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Economic and Ethical Activity in a Changing World
Conducting Business in Another Country Brochure Assignment #2 Rubric
Student Name:
_____________________________________________________
CATEGORY
Content Accuracy
20
15
10
5 or less
All facts in the
brochure are
accurate.
99-90% of the facts
in the brochure are
accurate.
89-80% of the facts
in the brochure are
accurate.
Fewer than 80% of
the facts in the
brochure are
accurate.
Attractiveness & The brochure has
exceptionally
Organization
attractive formatting
and well-organized
information.
The brochure has
The brochure has
attractive formatting well-organized
and well-organized information.
information.
The brochure's
formatting and
organization of
material are
confusing to the
reader.
Writing Mechanics
Capitalization and
punctuation are
correct throughout
the brochure.
Capitalization and
punctuation are
correct throughout
the brochure after
feedback from an
adult.
There are 1-2
capitalization and/or
punctuation errors in
the brochure even
after feedback from
an adult.
There are several
capitalization or
punctuation errors in
the brochure even
after feedback from
an adult.
Knowledge
Gained
All students in the
group can accurately
answer all questions
related to facts in the
brochure and to
technical processes
used to create the
brochure.
All students in the
group can
accurately answer
most questions
related to facts in
the brochure and to
technical processes
used to create the
brochure.
Most students in the
group can accurately
answer most
questions related to
facts in the brochure
and to technical
processes used to
create the brochure.
Several students in
the group appear to
have little knowledge
about the facts or
technical processes
used in the brochure.
Sources
Careful and accurate
records are kept to
document the source
of 95-100% of the
facts and graphics in
the brochure.
Careful and
accurate records are
kept to document
the source of 9485% of the facts and
graphics in the
brochure.
Careful and accurate
records are kept to
document the
source of 84-75% of
the facts and
graphics in the
brochure.
Sources are not
documented
accurately or are not
kept on many facts
and graphic
Total Score _______
Maximum 100 Points
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10
Economic and Ethical Activity in a Changing World
Exporting Out of State Debt Presentation Assignment #3 Rubric
Student Name:
_____________________________________________________
20
15
10
5 or less
Content
Covers topic indepth with details
and examples.
Subject knowledge is
excellent.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.
Includes essential
information about
the topic but there
are 1-2 factual
errors.
Content is minimal
OR there are several
factual errors.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Content is logically
organized for the
most part.
There was no clear
or logical
organizational
structure, just lots of
facts.
Attractiveness
Makes excellent use
of font, color,
graphics, effects,
etc. to enhance the
presentation.
Makes good use of
font, color, graphics,
effects, etc. to
enhance to
presentation.
Makes use of font,
color, graphics,
effects, etc. but
occasionally these
detract from the
presentation content.
Use of font, color,
graphics, effects etc.
but these often
distract from the
presentation content.
Originality
Product shows a
large amount of
original thought.
Ideas are creative
and inventive.
Product shows some
original thought.
Work shows new
ideas and insights.
Uses other people's
ideas (giving them
credit), but there is
little evidence of
original thinking.
Uses other people's
ideas, but does not
give them credit.
Presentation
Well-rehearsed with
smooth delivery that
holds audience
attention.
Rehearsed with fairly
smooth delivery that
holds audience
attention most of the
time.
Delivery not smooth, Delivery not smooth
but able to maintain and audience
interest of the
attention often lost
audience most of the
time.
CATEGORY
Total Score _______
Maximum 100 Points
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11