Going Global
Practicum in Science, Technology, Engineering, and Mathematics
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will evaluate and conclude why international
trade is vital to a nation’s economy to the teacher’s satisfaction.
Specific Objectives
• Discover the interdependence among nations.
• Assess the benefits of international trade.
• Examine the requirements of a balance of trade and its barriers.
• Interpret the standard business practices involved in importing and exporting.
• Determine the cultural, economic, and political factors that should be considered when
deciding whether to do business abroad.
Terms
• International trade- the sale of products/services to people in other countries
• Balance of trade- the difference between a country’s imports and exports
• Multinational companies- businesses that have operations all over the world and
conduct planning for worldwide markets
• Gross domestic product- the total dollar value of all goods/services produced within a
country in one year
• Quota- limits on the numbers of certain types of products foreign companies can sell in
a country
• Tariffs- taxes placed on imported products to increase the selling price
• Standard of living- a measure of the quality of life for the citizens of a country
• Business cycle- consists of four stages: prosperity, recession, depression, and inflation
This lesson should take five class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Science, Technology, Engineering and Mathematics
• 130.374 (c)
o (1) The student demonstrates professional standards as required by business
and industry. The student is expected to:
(A) adhere to policies and procedures;
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(B) demonstrate positive work behaviors and attitudes, including
punctuality, time management, initiative, and cooperation;
(C) accept constructive criticism;
(D) apply ethical reasoning to a variety of situations in order to make
ethical decisions;
(E) complete tasks with the highest standards to ensure quality products
and services;
(F) model professional appearance, including dress, grooming, and
personal protective equipment as appropriate; and
(G) comply with practicum setting safety rules and regulations to
maintain safe and healthful working conditions and environments.
o
(2) The student applies concepts of critical thinking and problem solving. The
student is expected to:
(A) analyze elements of a problem to develop creative and innovative
solutions;
(B) critically analyze information to determine value to the problemsolving task;
(C) compare and contrast alternatives using a variety of problem-solving
and critical-thinking skills; and
(D) conduct technical research to gather information necessary for
decision making.
o (3) The student demonstrates leadership and teamwork skills in collaborating
with others to accomplish goals and objectives. The student is expected to:
(A) analyze leadership in relation to trust, positive attitude, integrity, and
willingness to accept key responsibilities in a work situation;
(B) demonstrate teamwork skills through working cooperatively with
others to achieve tasks;
(C) demonstrate teamwork processes that promote team building,
consensus, continuous improvement, respect for the opinions of others,
cooperation, adaptability, and conflict resolution;
(D) demonstrate responsibility for shared group and individual work
tasks;
(E) establish and maintain effective working relationships in order to
accomplish objectives and tasks;
(F) demonstrate effective working relationships using interpersonal skills;
(G) use positive interpersonal skills to work cooperatively with others;
(H) negotiate effectively to arrive at decisions;
(I) demonstrate respect for individuals, including those from different
cultures, genders, and backgrounds; and
(J) demonstrate sensitivity to and value for diversity.
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o
(4) The student demonstrates oral and written communication skills in creating,
expressing, and interpreting information and ideas, including technical
terminology and information. The student is expected to:
(A) demonstrate the use of content, technical concepts, and vocabulary
when analyzing information and following directions;
(B) employ verbal skills when obtaining and conveying information;
(C) use informational texts, Internet websites, and technical materials to
review and apply information sources for occupational tasks;
(D) evaluate the reliability of information from informational texts,
Internet websites, and technical materials and resources;
(E) interpret verbal and nonverbal cues and behaviors to enhance
communication;
(F) apply active listening skills to obtain and clarify information; and
(G) use academic skills to facilitate effective written and oral
communication.
Interdisciplinary Correlations
English Language Arts and Reading, English I
• 110.31 (b)
o (24) Listening and Speaking/Listening. Students will use comprehension skills to
listen attentively to others in formal and informal settings. Students will continue
to apply earlier standards with greater complexity. Students are expected to:
(A) listen responsively to a speaker by taking notes that summarize,
synthesize, or highlight the speaker's ideas for critical reflection and by
asking questions related to the content for clarification and elaboration;
(B) follow and give complex oral instructions to perform specific tasks,
answer questions, solve problems, and complete processes; and
(C) evaluate the effectiveness of a speaker's main and supporting ideas.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences,
and occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
o
(7) Delivery. The student uses appropriate strategies for rehearsing and
presenting speeches. The student is expected to:
(A) employ techniques and strategies to reduce communication
apprehension, develop self-confidence, and facilitate command of
information and ideas;
(B) rehearse and employ a variety of delivery strategies;
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(C) develop verbal, vocal, and physical skills to enhance presentations;
(D) use notes, manuscripts, rostrum, visual aids, and/or electronic
devices; and
(E) interact with audiences appropriately.
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 http://www.cte.unt.edu.
Preparation
Review and become familiar with the terminology, website links, and the slide presentation.
Have materials, slide presentation, and websites ready prior to the start of the lesson.
References
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt
Publishing Co.
Instructional Aids
 The Global Economy slide presentation and notes
 Warm-up Activity (Slide 3)
 Going Global Student Notes
 Going Global Student Notes Answer Key
 Global Economy Notes Extension Activity
 Cultural Differences Part I
 Cultural Differences Part II
 Global Marketing Project
 Cultural Differences Presentation Rubric
 Foreign Business Project Country Selection
 Foreign Business Project: Planning an Itinerary
 Detail Sheet
 Teacher-Facilitator Rubric
 Foreign Business Project Rubric
Introduction
The main purpose of this lesson is to give students an understanding of the impact of global
trade on the US economy.

Say
o Goods imported from the global marketplace have become a necessary part of
the American economy.
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
Ask
o Why is it necessary to get goods from other countries?

Say
o In some cases however, our government places trade restrictions on some
imports.

Show
o Photos from the Internet of goods and services from the global marketplace that
are a common presence in North American culture.
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Outline
MI
OUTLINE
I. Introduction of Lesson
A. Bell Work Activity
B. Warm up activity
II. U.S. and international trade
A. World interdependence
B. Changing nature of international
trade
III. Businesses going global
A. Changing markets
B. Benefits of international markets
IV. Importance of international trade
A. US economy
B. Global imports and exports
V. Forbes Magazine Global 2000: Top 25
Companies
A. Chinese companies
B. Global multinational companies
VI. Company statistics
A. Revenue
B. Ranking
NOTES TO TEACHER
Begin The Global Economy slide
presentation. Each slide is meant to be
discussed. Have some background
knowledge, and challenge the students
to make some contributions to the
discussion.
Have students work on the Bell Work
Activity. (Slide 2)
Warm-up Activity - The Global
Economy Student Notes handout.
Grade with Global Economy Student
Notes Answer Key.
Students (in pairs) will teach each
other the terms and definitions. They
may do computer-based research to
look up the meaning. (Slide 3)
It is suggested that the students
present all projects to the class.
Assign all projects and grade using
answer keys.
VII. Class activities
A. Global Economy Notes Extension
Activity
B. Cultural Differences Part I
C. Cultural Differences Part II
D. Global Marketing Project
E. Foreign Business Project Country
Selection
F. Foreign Business Project: Planning
an Itinerary
G. Detail Sheet
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MI
OUTLINE
NOTES TO TEACHER
VIII. Assessment
A. Cultural Differences Presentation
Rubric
B. Teacher-Facilitator Rubric
C. Foreign Business Project Rubric
Teacher-Facilitator Rubric is to be
used by the teacher to grade daily
work as part of a major group or
partner project.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present The Global Economy slide presentation and will have the students
complete The Global Economy Student Notes handout during the presentation. It is up to the
teacher’s discretion whether to assign some of the larger projects to pairs or small groups
instead of to individual students.
Independent Practice
 Global Economy Notes Extension Activity
 Cultural Differences Part I
 Cultural Differences Part II
 Global Marketing Project
 Foreign Business Project Country Selection
 Foreign Business Project: Planning an Itinerary
 Detail Sheet
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?
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Evaluation
Informal Evaluation
It is up to the teacher’s discretion of how to grade the daily assignments. The teacher will
monitor the students’ work to check for understanding.
Formal Evaluation
Students will complete extensive projects to demonstrate knowledge of material covered in this
unit.
 Cultural Differences Presentation Rubric
 Teacher-Facilitator Rubric
 Foreign Business Project Rubric
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Name_____________________________Date_______________________Class____________
Going Global
Student Notes
Directions
Fill in the blanks as we discuss the Global Economy slide presentation. Keep this as a study
guide.
Terminology
1. _____ North American Free Trade Agreement
2. _____ World Trade Organization
3. _____ European Union
4. International trade- the ____ of products/services to people in ______ countries
5. Imports- products/services _________ from another _______
6. Exports- products/services ____ to _______ country
7. Indirect exporting- marketers with _________ experience _________ the _________
company; ________ for the ____ of products in other countries
8. Direct exporting- company handles ___ responsibilities to market products in other
_________
9. Balance of trade- the __________ between a country’s _______ and _______
10. Foreign production- a company ____ and ________ production __________ in another
country
11. Joint venture- ___ or ____ companies in _________ countries with ______ interests
develop a ___________ to join in ______ ________ activities
12. Multinational companies- businesses that have __________ all over the _____ and
conduct planning for __________ markets
13. Pre-industrial economy- based on ___________ and ____________development; ___
standard of living
14. Post-industrial economy- based on ___ of business and consumer ______/________
produced and marketed in the ______ marketplace
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15. Gross domestic product- the _____ dollar value of all ____/________ produced within a
country in ___ year
16. Gross national product- the total dollar _____ of all goods/services (_________
_______) produced within a country in one year
17. Quota- ______ on the numbers of _______ _____ of products _______ _________ can
____ in a country
18. Tariffs- _____ placed on imported products to increase the _______ _____
19. Subsidy- _____ provided to a business to ____ in the development and sale of products
20. Standard of living- a _______ of the quality of life for the citizens of a country
21. Productivity- the _______ output by workers for a _________ period of time
22. Purchasing power- the ______ of goods/services that can be bought with a ________
dollar amount of money
23. Consumer price index- the ________ in the ____ of a specified set of goods over ____
24. ________ _____- Consists of four stages: prosperity, recession, depression, and inflation
__________
Prosperity
________
_________
__________
U.S. and International Trade
25. The bulk of products that Americans use daily are ________
26. U.S. _______ music, movies, cars, airplanes and food items
International Trade is Changing
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27. Raw materials once were an ________ commodity; today makes up less than ___ of
world’s exports
28. ____________ good/services are most popular
29. ________ (communications, travel, education, and financial) are most popular
exchanges between _________
30. ____ is transferred via phone, fiber optics, or satellite on a daily basis
Businesses are Going Global
31. _______ are changing
32. _______ markets are enticing to ________ businesses that experience dropping sales
and profit
33. Foreign markets are another way to expand ___________ and increase worldwide
______ for products
Importance of International Trade
34. U.S. economy: over _______ businesses ______ products
35. Accounts for over ___ of GNP
36. ___ of U.S. exporting businesses are small to medium sized
37. Manufacturers ______ over $500 billion of products
38. Wholesalers export over $___ billion worth of products
39. U.S. is ______ largest exporter
40. _______ is #1 exporter
41. U.S. is #1 ________ of products
42. Germany is __ importer
43. ____ had 1st _____ deficit of the 20th Century in ____ (imports exceeded exports by over
$1 billion that year)
Forbes Magazine Global 2000: Top 25
44. ____ (China; banking)
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45. _______________________ (China; banking)
46. _______________ (U.S.; banking)
47. ________________ (U.S.; conglomerate)
48. ___________ (U.S.; oil/gas)
49. ____________ (U.K.; banking)
50. _____________________ (Netherlands; oil/gas)
51. _________________________ (China; banking)
52. __________ (China; oil)
53. __________________ (U.S.; diversified financial)
54. ____________ (China; banking)
55. ___________ (U.S.; banking)
56. _______ (U.S.; oil/gas)
57. ________________ (Germany; world’s largest car manufacturer)
58. _____ (U.S.; tech hardware/equipment)
59. ________ (U.S.; retailing) tied with Apple for 15th place
60. _______ (Russia; oil/gas—largest producer in the world)
61. ___ (U.K.; oil/gas)
62. _________ (U.S.; banking)
63. _________ (Brazil; oil/gas)
Interpreted
64. Global 2000 companies:
a. Include __ countries
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b. $__ trillion in revenues
c. $___ trillion in assets
d. Employ $__ _______ worldwide
e. Country ranking
i.
_____ (543 members)
ii.
_____ (251 members)
iii.
_____ (136 members)
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Going Global
Student Notes Answer Key
Directions
Fill in the blanks as we discuss the Global Economy slide presentation. Keep this as a study
guide.
Terminology
1. NAFTA North American Free Trade Agreement
2. WTO World Trade Organization
3. EU European Union
4. International trade- the sale of products/services to people in other countries
5. Imports- products/services purchased from another country
6. Exports- products/services sold to another country
7. Indirect exporting- marketers with exporting experience represent the exporting
company; arranges for the sale of products in other countries
8. Direct exporting- company handles all responsibilities to market products in other
countries
9. Balance of trade- the difference between a country’s imports and exports
10. Foreign production- a company owns and operates production facilities in another
country
11. Joint venture- two or more companies in different countries with common interests
develop a relationship to join in common business activities
12. Multinational companies- businesses that have operations all over the world and
conduct planning for worldwide markets
13. Pre-industrial economy- based on agriculture and raw material development; low
standard of living
14. Post-industrial economy- based on mix of business and consumer products/services
produced and marketed in the global marketplace
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15. Gross domestic product- the total dollar value of all goods/services produced within a
country in one year
16. Gross national product- the total dollar value of all goods/services (including imports)
produced within a country in one year
17. Quota- limits on the numbers of certain types of products foreign companies can sell in
a country
18. Tariffs- taxes placed on imported products to increase the selling price
19. Subsidy- money provided to a business to help in the development and sale of products
20. Standard of living- a measure of the quality of life for the citizens of a country
21. Productivity- the average output by workers for a specified period of time
22. Purchasing power- the amount of goods/services that can be bought with a specific
dollar amount of money
23. Consumer price index- the variance in the cost of a specified set of goods over time
24. Business cycle- Consists of four stages: prosperity, recession, depression, and inflation
Prosperity
Prosperity
Recovery
Recession
Depression
U.S. and International Trade
25. The bulk of products that Americans use daily are imported
26. U.S. exports music, movies, cars, airplanes and food items
International Trade is Changing
27. Raw materials once were an abundant commodity; today makes up less than 1/3 of
world’s exports
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28. Manufactured good/services are most popular
29. Services (communications, travel, education, and financial) are most popular exchanges
between countries
30. Data is transferred via phone, fiber optics, or satellite on a daily basis
Businesses are Going Global
31. Markets are changing
32. Foreign markets are enticing to domestic businesses that experience dropping sales and
profit
33. Foreign markets are another way to expand competition and increase worldwide
demand for products
Importance of International Trade
34. U.S. economy: over 250,000 businesses export products
35. Accounts for over 11% of GNP
36. 95% of U.S. exporting businesses are small to medium sized
37. Manufacturers export over $500 billion of products
38. Wholesalers export over $100 billion worth of products
39. U.S. is second largest exporter
40. Germany is #1 exporter
41. U.S. is #1 importer of products
42. Germany is #2 importer
43. U.S. had 1st trade deficit of the 20th Century in 1971 (imports exceeded exports by over
$1 billion that year)
Forbes Magazine Global 2000: Top 25
44. ICBC (China; banking)
45. China Construction Bank (China; banking)
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46. JP Morgan Chase (U.S.; banking)
47. General Electric (U.S.; conglomerate)
48. Exxon Mobil (U.S.; oil/gas)
49. HSBC Holdings (U.K.; banking)
50. Royal Dutch Shell Oil (Netherlands; oil/gas)
51. Agricultural Bank of China (China; banking)
52. PetroChina (China; oil)
53. Berkshire Hathaway (U.S.; diversified financial)
54. Bank of China (China; banking)
55. Wells Fargo (U.S.; banking)
56. Chevron (U.S.; oil/gas)
57. Volkswagen Group (Germany; world’s largest car manufacturer)
58. Apple (U.S.; tech hardware/equipment)
59. Wal-Mart (U.S.; retailing) tied with Apple for 15th place
60. Gazprom (Russia; oil/gas—largest producer in the world)
61. BP (U.K.; oil/gas)
62. Citigroup (U.S.; banking)
63. Petrobras (Brazil; oil/gas)
Interpreted
64. Global 2000 companies:
a. Include 63 countries
b. $38 trillion in revenues
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c. $159 trillion in assets
d. Employ 87 million worldwide
e. Country ranking
i.
U.S. (543 members)
ii.
Japan (251 members)
iii.
China (136 members)
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Name_____________________________Date_______________________Class____________
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 slide 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 US 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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Name_____________________________Date_______________________Class____________
Cultural Differences Part I
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 that 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
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Customs and Courtesies
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1. Greetings
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Gestures
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Visiting
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Eating
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Lifestyle
1. Family
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Dating/Marriage
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Diet
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Recreation
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Commerce
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Society
1. Government
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Economy
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Transportation/Communication
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Education
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Literacy Rate______________________
5. Health
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Life Expectancy____________________
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Name_____________________________Date_______________________Class____________
Cultural Differences Part II
Global Marketing Project
With information you have concluded in your investigation of a country in Part I, you are ready
to complete Part II.
1. Design a multi-media presentation about your country that includes information you
discovered in Part I.
2. Determine five 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.
3. Determine three products your country could import to the U.S.
4. Prepare a multi-media presentation documenting your research of your assigned
country and all eight products.
5. 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?
______________________________________________________________________________
______________________________________________________________________________
Product #4______________________________
Why?
______________________________________________________________________________
______________________________________________________________________________
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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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Cultural Differences Presentation Rubric
Country _________:_________________
Name
Teacher
_____________________________________ ______________________________________
Date of presentation
_________________________
Title of work
__________________________________
Criteria
Points
1
Organization
Audience cannot
understand
presentation
because there is no
sequence of
information.
Content
Knowledge
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
Visuals
Student used no
visuals.
Mechanics
Presentation had
four or more
misspellings and/or
grammatical errors.
Delivery
Student mumbles,
mispronounces
terms, and speaks
too quietly for
students in the back
of class to hear.
2
3
4
Student presents
Audience has
Student presents information in
difficulty
information in
logical,
following
logical sequence
interesting
presentation
that audience sequence that
because student
can follow.
audience can
jumps around.
follow.
Student is
Student
uncomfortable
demonstrates
Student is at
with information
full knowledge
ease with
and is able to
(more than
content, but fails
answer only
required) with
to elaborate.
rudimentary
explanations and
questions.
elaboration.
Student
Student used
occasionally used Visuals related to
visuals to
visuals that rarely
text and
reinforce screen
support text and presentation.
text and
presentation.
presentation.
Presentation has
Presentation had
no more than Presentation has
three misspellings
two misspellings no misspellings
and/or
and/or
or grammatical
grammatical
grammatical
errors.
errors.
errors.
Student
Student's voice is Student used a
mispronounces
clear. Student clear voice and
terms. Audience
pronounces
correct, precise
members have
most words pronunciation of
difficulty hearing
correctly.
terms.
presentation.
Total---->
____
____
____
____
____
____
Teacher Comments:
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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
Finland
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
Uruguay
Uruguay
Nigeria
Nigeria
Turkey
Turkey
Poland
Poland
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New Zealand
New Zealand
Algeria
Algeria
Austria
Austria
Norway
Norway
India
India
Columbia
Columbia
Greenland
Greenland
Korea
Korea
Switzerland
Switzerland
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Name_____________________________Date_______________________Class____________
Foreign Business Project:
Planning an Itinerary
Directions
You are in charge of planning a seven day itinerary for 30 foreign business executives who will
be in the Dallas, Texas area. Incorporate sports and entertainment activities as well as lodging,
transportation, and dining. Consider 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.
Researching and Planning
1. You must promote the DFW Metroplex in a positive manner.
2. You will draw to determine what country your guests are from. What are the possible
custom conflicts you may encounter?
3. You decide what time of year or month; however, think about when they will arrive and
depart.
4. How will you “sell” Dallas?
5. What key places and events will you include?
6. Your presentation must include a mixture of:
a. Sporting Events
b. Entertainment Events
c. Cultural Events
7. 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.
8. Are your guests male or female?
9. Where will the conference be held? (Registration is paid separately and is not part of
this activity.)
10. What considerations have you taken regarding language barriers?
11. What will you include in the host/hostess gifts?
12. What brochures will you include in the information packet?
13. What are the cost factors per person and as a group?
14. No “Gentlemen’s Clubs” or bars.
15. Keep your expenditures to no more than $5,000 per person. (Airfare not included.)
Project Pointers
You will be graded on the following.
1. Participation with your partner
2. Daily work on computer
3. Appropriateness of your selections
4. Slide presentation to the class (oral)
5. Appearance of slide presentation (minimum of 14 slides)
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6. Your appearance
7. Realistic nature of project
8. The time of year they are coming
9. Important information about your country
10. Knowledge of customs
11. Allow two days for travel; however, these days do not count toward the conference
timeframe
12. Maximum of four people per hotel room
13. Think about time allowances (drive time within the surrounding area)
14. Presentation: audience will be from the “country” that has been assigned to you
15. Consider any cultural food restrictions
16. You must secure transportation; rental cars will not be an option.
17. Remember, no activity may be repeated
18. You will have to research the hotel occupancy tax for your location and calculate the tax
per room per night.
19. Your company will handle payment of all activities and meals, etc. You must keep a
running total of all expenses (use a spreadsheet)
20. Do not forget to include all gratuities (wait staff, chauffeur, hotel, etc.)
21. You and your partner will receive a commission of 6% per visitor in the group; make sure
you show your guests a good time
22. Calculate how much your company made on the entire booking (hint: revenues less
expenses)
23. ***Both people must present
Be as detailed as possible. Be as creative as possible.
Think outside the box.
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Detail Sheet
Directions
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
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Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name ________________________________________ Teacher_____________________________
Date _________________________________________ Title of work ________________________
Skills
Criteria
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
Time
Some of the
Time
Most of the
Time
All of the
Time
____
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
Total Points
____
Teacher Comments:
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Foreign Business Project Rubric
Name: _____________________
Date: ___________________
Title: ___________________________________________
Process
1. Has clear vision of final product;
directions were followed
2. Properly organized to complete
project
3. Managed time wisely
4. Acquired needed knowledge base
Below Avg.
Satisfactory
Excellent
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
1, 2, 3
4, 5, 6
7, 8, 9
5. Communicated efforts with teacher
Product (Project)
1. Format (required number of slides
present)
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
1, 2, 3
Below Avg.
4, 5, 6
Satisfactory
7, 8, 9
Excellent
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
Total Score:____________________________
Teacher’s Comments:
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