AFNORTH INTERNATIONAL SCHOOL

COURSE SYLLABUS

FOR

International Business

BBB 4M

SY 2003 - 2004

Prepared by :

Brian Donohue

Teacher

College/University

BBB 4M

12

Introduction to International Business

Grade 11

1.	The Ontario Curriculum- Grades 11 and 12 Business Studies - 2000 OCC Course Profile – Spring 2002

Credit Value: Ontario Ministry of

Education Document(s):

Any University, University/College, or College Preparation course in Business Studies or Canadian and World Studies

None

Prerequisite(s): Corequisite(s):

Business Studies

AFNorth International School

Department:

Dept. Head:

Brian Donohue, AFNorth International School

Developer(s):

August 2003

Development Date: Revision Date:

Overall Expectations:

The Global Environment for Business:

By the end of the course students will:

· determine how international business and economic activities increase the interdependence of nations;

· analyse ways in which people and domestic businesses have been and are affected by international business;

· evaluate the factors that influence a country’s ability to participate in international business;

· summarize the effects of trends in business, the workforce, and the nature of work on global business activity and economic conditions.

Business and Trade:

By the end of the course students will

· demonstrate an understanding of international business terminology and concepts;

· analyse the impact of international business activity on a country’s economy;

· assess how international business can affect one or more of a company’s business functions.

Factors Influencing Success in International Markets

By the end of the course, students will:

· analyse the ways in which cultural factors influence international business methods and operations;

· assess the ways in which differences in political, economic, and physical factors influence international business methods and operations;international business methods and operations;

· identify and describe common mistakes made by businesses in international markets;

· evaluate the factors currently affecting the international competitiveness of Canadian businesses.

Marketing Challenges, Approaches, and Distribution

By the end of the course, students will:

· demonstrate an understanding of the challenges facing a business that wants to market a product internationally;

· compare the approaches taken by various companies to market their products internationally;

· compare the logistics of local, national, and international distribution;

· analyse the ways in which ethical issues affect international distribution and service.

.

World Markets and Careers

By the end of the course, students will:

· analyse the business implications of the physical, economic, and social conditions in various countries;

· develop strategies to prepare for working in international markets;

· describe career opportunities, skills and competencies, and education and training that relate to international markets

Course Units in Sequence

The Global Environment for Business 30 hours

Students demonstrate an understanding of basic economic principles and rationale which justify international trade. Students determine how international business and economic activities increase the interdependence of nations; analyse ways in which people and domestic businesses have been affected by international business; evaluate the factors that influence a country’s ability to participate in international business; and demonstrate an understanding of international business terminology and concepts. Trends in international trade will be analyzed.

(unit title)

Business and Trade 18 hours

Students profile international businesses that have benefited from their involvement in international trade, and use these businesses as examples that reflect the impact of international trade on the national economy and on the rationalization of industries.

	This unit focuses on the reasons why some businesses are successful in international markets and others are not by examining a numbers of international businesses. Students analyse the reasons for the successes and the causes of the failures.
Factors Influencing Success in International Markets 24 hours

Marketing Challenges, Approaches, and Distribution 24 hours

Students explain the marketing challenges facing international business. They focus on the examination of marketing approaches, distribution and logistics, and ethical challenges.

	Students identify a variety of opportunities available to them in international markets for entrepreneurial ventures, employment, training, and education. Teachers could integrate Cluster 5.3 throughout the course, emphasizing career opportunities as the course material. The focus here should be on how the students can participate in world markets, and not on the specific trade relationships.
World Markets and Careers 14 hours

Teaching Strategies:

There is a conscious quest for a balance of traditional modelling of skills and knowledge, together with a blend of small group, individual practice, and individual exploration in this profile. The strategies are listed to provide a means for teachers to quickly reflect on what they have used in the past and what they can adopt. The Pedagogy Resources section and The Ontario Curriculum Unit Planner K-12 provide detailed explanations of strategies.

The following are teaching strategies recommended for this course:

-lecture -essay writing

-work sheets -reading

-multi-media presentations -small group cooperative learning

-debates -small group discussions

-interviews -brainstorming

-oral presentations -guided internet search

-portfolios -guest speakers

-homework -field trips

-analysis of videos -note taking

-research -film/video

Assessment and Evaluation Strategies:

Seventy per cent of the grade will be based on summative assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, and a performance, essay, and culminating portfolio. A student’s most consistent performance level will be reflected in his/her final grade. A variety of opportunities for students to demonstrate their achievement of the expectations will be provided.

The following are assessment and evaluation strategies appropriate for assessment:

-tests -quizzes

-portfolios of related issues -research reports

-presentations -essays

-checklists -interviews/primary research

The Importance of Student Writing in Assessment

AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 + 1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 + 1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

Program Planning Considerations:

ESL/ELD Accommodations

The teacher should set the tone for a positive attitude toward helping students with special needs.

English-speaking students can help their classmates in ESL/ELD programs by repeating, rephrasing, and writing words down.

Provide peer tutors, ideally who speak the same first language, and give them specific responsibilities.

Give recognition to partners for undertaking responsibilities.

Avoid all-ESL groupings.

Encourage students in ESL/ELD programs to use their own language for clarification and explanation.

Provide students with a summary sheet that can be used at the end of each class (with teacher assistance) to list main terms or concepts that were the focus of the lesson.

Make overheads of handouts on which the teacher highlights important terms, explains words, and clarifies instructions, etc. while students do the same on their copy.

Provide a glossary of terms for the reading.

Encourage the use of first-language dictionaries for assignments and assessments.

Pair written instructions with verbal instructions.

Provide visual and auditory clues.

Prior work may be needed to familiarize ESL students with the process and vocabulary of rubrics.

Enrichment Accommodations

The teacher can challenge the learner through product and process. The teacher can enrich the learning experience by:

encouraging and reinforcing the application of abstract thinking skills to complex content, resulting in a sophisticated product;

integrating cross-curricular activities;

fostering in-depth learning of a self-selected topic within the expectation requirements;

being aware that students may be gifted in one area and not in others;

encouraging and using the DECA^™ and Ontario Business Educators Association (OBEA) contests;

motivating students to synthesize course content with their own experiences and ideas.

Dlabay, Les and Scott, J.C., International Business, second edition,

Southwest Thomson Learning. 2001.

Rarick, Charles, Cases and Exercises in International Businessu,

Prentice-Hall Pubishing (Pearson Educational). 2003

Textbook(s);

• Student workbook for International Business
• Dittmar, Ellen Internet Research Projects and Applications DDC Publishing

Other Resources: