1. business and industrial

Lesson Plan —Unit One International and Domestic Business
Course Title: Principles of Business, Marketing, and Finance
Session Title: Lesson One -Business in a Global Society
Performance Objective:
• Upon completion of this lesson, the student will distinguish between domestic
business and international business.
Specific Objectives:
• Students will discuss the reasons why international business is important.
• Students explain the components of the international business environment.
• Students will describe the basic international business activities.
• Students will describe 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)(1)(A)
explain the role of business in a global society
• 130.112(c)(1)(B)
differentiate between goods and services
• 130.112(c)(1)(C)
identify types of businesses
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
…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
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…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, Fifth Edition, 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. “Business in a Global Society” PowerPoint Presentation
2. Global Shopping Assignment #1
3. Global Shopping Assignment #1 Rubric
4. International Business Report Assignment #2
5. International Business Report Assignment #2 Rubric
6. Politics and Trade Assignment #3
7. Politics and Trade Assignment #3 Rubric
8. Internet
Materials Needed:
1. Construction paper
2. Scissors and glue
3. Poster board
4. Newspapers
Equipment Needed:
1. Computers for students to complete projects
2. Projector for PPT
Learner Preparation:
1. Ask students to make a list of ten items that they own and categorize each item
as a domestic or imported item. Then give students old magazines, ask them to
cut out pictures of goods, design a collage of the goods, and categorize each
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good as domestic or imported.
2. Ask students to write down five examples of goods and five examples of
services. Students should be prepared to share their list of items during class
discussion.
Lesson Plan
Introduction (LSI Quadrant I):
1. Ask students to develop a list of domestic and imported automobiles. Then ask
students to list the pros and cons of owning each brand of automobile. Finally
students will make suggestions to domestic automobile manufacturers to become
more competitive with popular imported brands.
2. Divide the class into small groups of two or three students. Each group has 10
minutes to answer the following questions: Why does the U.S. import and export
some goods and services? How do changes in the value of the Mexican peso or
Japanese yen affect your life? Which policy is the best—free trade or
protectionism?
3. Ask students to explain the impact of imports on the United states economy.
Important Terms for this Lesson:
• Imports – goods and service one country buys from another country
• Exports – goods and services one country sells to another country
• Balance of trade – the difference in value between how much a country imports
and how much it exports
• Multinational corporation-a company that does business and has facilities in
many countries around the world
• Exchange rate-the price at which the currency of one country can buy the
currency of another country
• Balance of trade-the difference in value between how much a country imports
and how much it exports
• Protectionism-limiting trade with other countries to protect business at home
• Tariff-a tax placed on imported products to make them more expensive than
domestic products
• Quota-a limit placed on the quantities of a product that can be imported
• Embargo-a ban on the import or export of a product
• Free trade-few or no limits on trade between countries
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 business activities needed to create,
ship, and sell goods and services across
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Notes to Instructor
Ask students what
activities are
necessary to
3
.
national borders
B. Other Names for International Business
1. Global business
2. International trade
3. Foreign trade
C. Importance of International Business
1. Global opportunities
2. Consumers demand imports
3. Businesses need to export
4. Materials and parts needed for
manufacturing
II. Domestic Business
A. Business Within the Country’s Own Borders
B. Making, Buying, and Selling Goods and
Services Within the Country
III. Types of Businesses
A. Produce raw goods
B. Process raw goods
C. Manufacture goods from raw or processed
goods
D. Distribute goods
E. Provide services
IV. The Fundamentals of International Trade
A. Imports-goods and services one country
buys from another country
B. Exports-goods and services one country
sells to another country
C. Trade Barriers
1. Protectionism-limiting trade with other
countries to protect business at home
2. Tariff-a tax placed on imported products
to make them more expensive than
domestic products
3. Quota-a limit placed on the quantities of
a product that can be imported
4. Embargo-a ban on the import or export
of a product
V. International Business Environment
A. Geography
1. Climate
2. Terrain, seaways
3. Natural resources
4. Agricultural products
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produce and sell an
imported automobile
in the United States.
Ask students to
describe a part of the
world where a global
business opportunity
exists. Describe the
opportunity.
Ask the class to give
one example of each
type of business.
Ask students to give
examples of
situations where the
types of trade
barriers would be
appropriate
Split the class into
groups of three
students. Give each
group a different
country. The group
must report on A-D
4
B. Economic Conditions
1. Type of economic system
2. Level of education
3. Types of industries
4. Technology
C. Cultural and Social Factors
1. Language
2. Education
3. Religion
4. Values, customs
5. Social relationships
D. Political and Legal Factors
1. Type of government
2. Political stability
3. Government policies toward business
VI. The Global Marketplace
A. Multinational Corporation
1. Does business in many countries
2. Has facilities and offices in many
countries around the world
3. Works like a shopping mall or a
supermarket
C. Resources for a Country
1. Human
2. Natural
D. Specialization-influenced by the country’s
resources
1. country with little money or advanced
technology
2. country with a large population
3. specializes in manual labor
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for the country’s
international
business
environment.
Ask students to
explain why some
American companies
outsource their
manufacturing
processes.
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VII. Currency-pay for products in a global
economy
A. Exchange Rate
1. Price at which one currency can buy
another currency
2. Exchange rates change from day to day
and from country to country
3. Value of a currency depends on how
many other countries want to buy the
country’s products
B. Different Exchange Rate Scenarios
1. Favorable exchange rate-when the value
of a country’s currency goes up
compared to another country’s currency
2. Unfavorable exchange rate-when the
value of a country’s currency goes down
compared to another country’s currency
3. countries lower the value of their
currency to bring in more business
Tell students to use
the Internet to look
up the latest
currency exchange
rates for different
countries.
VIII. Balance of Trade
A. Trade Surplus-more exports than imports
B. Trade Deficit-more imports than exports
Conduct research to
determine the U.S.
balance of trade.
What can be done
for the U.S. to
improve its balance
of trade?
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): Some people believe that the United States
should place stipulations on imports of goods that compete with U.S. businesses to
prevent the “exporting of American jobs” to other countries. Give arguments for and
against this position.
Independent Practice (LSI Quadrant III):
1. Global Shopping Assignment: Ask students to visit a retail store and select 10
clothing items they would like to own. Students then create a list of the items and
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indicate the countries where the items were manufactured. Students prepare a
PowerPoint presentation about their findings. The presentation should also
suggest why different products are more likely to be manufactured in other parts
of the world. This project will be evaluated using the assigned rubric.
2. International Business Report: Ask students to interview a person who has
lived or worked in another country or to conduct research using the Internet to
learn about business activity in another country. Students should collect
information about cultural and business differences compared to the United
States. Students will prepare a two- or three-page report that includes their
findings. The report will be evaluated using the assigned rubric.
3. Politics and Trade: Politics affect international business. Actions by the
government influence actions by domestic and international businesses. Split the
class into groups of three. Tell students that they are senators representing their
state. They must for or against a bill that will raise taxes on U.S. businesses in an
attempt to lower the U.S. deficit. Students must list the pros and cons of raising
taxes on businesses. They must explain how U.S. businesses are likely to react
to the higher taxes and what the impact will be on international trade and
employment in the United States. Students will present their plan of action to the
class and will be evaluated using the assigned rubric.
Summary
Review (LSI Quadrants I and IV):
Q: How do international business activities create jobs?
A: The international business activities increase the need to produce products and
services around the world, resulting in greater employment opportunities.
Q: What is one example of global dependency in the U.S?
A: U.S. is globally dependent on energy sources from the Middle East.
Q: Why would a country consider using trade barriers?
A: Trade barriers are used to protect domestic production and domestic jobs.
Q: Why should a country be concerned about the falling value of its currency?
A: The falling value indicates economic weakness and bigger problems for the
country’s future economy.
Q: What is the difference between a good and a service?
A: A good you can see and touch; it is a product to meet wants and needs. Services
are activities that are consumed at the same time they are produced.
TYPES OF BUSINESSES
Students will design a poster that illustrates the five types of businesses covered in
this lesson. The poster should give a concrete example of real businesses for each
category. The assigned rubric will be used to evaluate this project.
Evaluation
Informal Assessment (LSI Quadrant III):
1. Instructor will observe students during Independent Practice.
2. Instructor will assist students as needed.
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Formal Assessment (LSI Quadrant III, IV):
Assigned Rubrics will be used to assess assignments 1, 2, and 3 for Independent
Practice (LSI Quadrant III). A rubric will be used to evaluate the “TYPES OF
BUSINESSES” poster.
Extension/Enrichment (LSI Quadrant IV):
1. Conduct research about Coca-Cola, using the company’s official web site. CocaCola is sold in more than 200 countries. CocaCola’s web site provides
information about how company has tailored its products and image to address
cultural differences around the world. Locate a web site with information about
the culture for another country and write a paragraph describe adjustments that
Coca-Cola would make to conduct business in that country.
2. Put the names of a wide variety of countries into a hat. Each student draws a
name from the hat and conducts research about the country to determine its
specialty. Then students report to class a good or service that is a specialty for
the country.
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Business in a Global Society
Independent Practice Assignment Sheet
Global Shopping Assignment #1: Visit a retail store and select 10 clothing items That
you would like to own. Then create a list of the items and indicate the countries
where the items were manufactured. Prepare a PowerPoint presentation about your
findings. The presentation should also suggest why different products are more likely
to be manufactured in other parts of the world. This project will be evaluated using
the assigned rubric.
International Business Report Assignment #2: Interview a person who has lived or
worked in another country or conduct research using the Internet to learn about
business activity in another country. Collect information about cultural and business
differences compared to the United States. Prepare a two- or three-page report that
includes your findings. The report will be evaluated using the assigned rubric.
Politics and Trade Assignment #3: Politics affect international business. Actions by
the government influence actions by domestic and international businesses. You are
a group of U.S. senators for your state. Your team must decide to vote for or against
a bill that will raise taxes on U.S. businesses in an attempt to lower the U.S. deficit.
Your group must list the pros and cons of raising taxes on businesses. You must
explain how U.S. businesses are likely to react to the higher taxes and what the
impact will be on international trade and employment in the United States. Your
group will present your plan of action to the class and will be evaluated using the
assigned rubric.
TYPES OF BUSINESSES: Students will design a poster that illustrates the five types of
businesses covered in this lesson. The poster should give a concrete example of
real businesses for each category. The assigned rubric will be used to evaluate this
project.
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9
Business in a Global Society
Global Shopping Assignment #1 Rubric
Student Name:
_____________________________________________________
CATEGORY
20
15
10
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.
5 or less
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.
Requirements
All requirements are All requirements are One requirement
met and exceeded. met.
was not completely
met.
More than one
requirement was not
completely met.
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.
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.
Use of font, color,
graphics, effects etc.
but these often
distract from the
presentation content.
Total Score _______
Maximum 100 Points
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10
Business in a Global Society
International Business Report Assignment #2 Rubric
Student Name:
_____________________________________________________
20
15
10
5 or less
Organization
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized. 8)
Amount of
Information
All topics are
addressed and all
questions answered
with at least 2
sentences about
each.
All topics are
addressed and most
questions answered
with at least 2
sentences about
each.
All topics are
One or more topics
addressed, and most were not addressed.
questions answered
with 1 sentence
about each.
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
Information has little
relates to the main
or nothing to do with
topic. No details
the main topic.
and/or examples are
given.
Sources
All sources
(information and
graphics) are
accurately
documented in the
desired format.
All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.
All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no
A few grammatical
grammatical, spelling spelling, or
or punctuation errors punctuation errors.
CATEGORY
Some sources are
not accurately
documented.
Many grammatical,
spelling, or
punctuation errors.
Total Score _______
Maximum 100 Points
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11
Business in a Global Society
Politics and Trade Assignment #3 Rubric
Student Name:
_____________________________________________________
20
15
10
5 or less
Information
All information
presented in the
debate was clear,
accurate and
thorough.
Most information
presented in the
debate was clear,
accurate and
thorough.
Most information
presented in the
debate was clear
and accurate, but
was not usually
thorough.
Information had
several inaccuracies
OR was usually not
clear.
Use of
Facts/Statistics
Every major point
was well supported
with several relevant
facts, statistics
and/or examples.
Every major point
was adequately
supported with
relevant facts,
statistics and/or
examples.
Every major point
Every point was not
was supported with supported.
facts, statistics
and/or examples, but
the relevance of
some was
questionable.
Presentation
Style
Team consistently
used gestures, eye
contact, tone of
voice and a level of
enthusiasm in a way
that kept the
attention of the
audience.
Team usually used
gestures, eye
contact, tone of
voice and a level of
enthusiasm in a way
that kept the
attention of the
audience.
Team sometimes
used gestures, eye
contact, tone of
voice and a level of
enthusiasm in a way
that kept the
attention of the
audience.
Organization
All arguments were
clearly tied to an
idea (premise) and
organized in a tight,
logical fashion.
Most arguments
were clearly tied to
an idea (premise)
and organized in a
tight, logical fashion.
All arguments were Arguments were not
clearly tied to an
clearly tied to an idea
idea (premise) but
(premise).
the organization was
sometimes not clear
or logical.
Understanding
of Topic
The team clearly
understood the topic
in-depth and
presented their
information forcefully
and convincingly.
The team clearly
undestood the topic
in-depth and
presented their
information with
ease.
The team seemed to
understand the main
points of the topic
and presented those
with ease.
CATEGORY
One or more
members of the team
had a presentation
style that did not
keep the attention of
the audience.
The team did not
show an adequate
understanding of the
topic.
Total Score _______
Maximum 100 Points
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12
Business in a Global Society
Types of Businesses’ Rubric
Student Name:
_____________________________________________________
20
15
Content Accuracy
At least 7 accurate
facts are displayed
on the poster.
5-6 accurate facts
3-4 accurate facts
Less than 3 accurate
are displayed on the are displayed on the facts are displayed
poster.
poster.
on the poster.
Knowledge
Gained
Student can
accurately answer all
questions related to
facts in the poster
and processes used
to create the poster.
Student can
accurately answer
most questions
related to facts in
the poster and
processes used to
create the poster.
Student can
accurately answer
about 75% of
questions related to
facts in the poster
and processes used
to create the poster.
Student appears to
have insufficient
knowledge about the
facts or processes
used in the poster.
Required
Elements
The poster includes
all required elements
as well as additional
information.
All required
elements are
included on the
poster.
All but 1 of the
required elements
are included on the
poster.
Several required
elements were
missing.
Most graphics are in
focus and the
content easily
viewed and
identified from 6 ft.
away.
Most graphics are in Many graphics are
focus and the
not clear or are too
content is easily
small.
viewed and
identified from 4 ft.
away.
The poster is
attractive in terms of
design, layout and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
CATEGORY
Graphics -Clarity Graphics are all in
focus and the
content easily viewed
and identified from 6
ft. away.
Attractiveness
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
10
5 or less
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Total Score _______
Maximum 100 Points
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