Course Profile Introduction to Business, Grade 9 or 10 open, Public

Unit 5: International Business and Conducting Business in a Competitive Marketplace

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 13.5 hours

Development Date: July 10, 1999

Unit Description

Students examine the impact of trade on Canada’s economy by describing Canada’s key international economic relationships and understanding how and why nations become interdependent. Students determine how businesses are affected by changes in market conditions and the environment in which business operates.

Strand(s) and Expectations

Strand(s): International Business, Conducting Business in a Competitive Marketplace and the Changing Workplace

Overall Expectations:

NBV.01 - describe how nations become interdependent through international business;

NBV.02 - analyse the impact of trade on the Canadian economy;

NBV.03 - describe Canada’s key international economic relationships.

Specific Expectations:

Interdependence

NB1.01 - identify the differences between the concepts of imports and exports;

NB1.02 - explain why goods and services are traded among nations;

NB1.03 - analyse factors that affect the flow of goods and services among nations (e.g., consumer needs and incomes, currency values, transportation costs, language and culture, trade agreements and pacts, tariff and non-tariff barriers).

Impact of Trade

NB2.01 - summarize the impact of trade on employment and job creation in Canada;

NB2.02 - analyse the impact of trade on the quality and quantity of products available

International Relationships

NB3.01 - identify Canada’s major trading partners;

NB3.02 - identify ways in which culture affects business activity and Canada’s international economic relationships;

NB3.03 - describe how a company profit and growth can be affected by its international business activity and participation in the markets of other nations.

Market Conditions and Business Environments

CC2.01 - analyse the forces of supply and demand and explain how they affect market prices and the willingness of businesses to produce products;

CC2.02 - explain how a business can be affected by the number and quality of competitors in a market.

Activity Titles (Time and Sequence)

Activity 1	Interdependence in Trade	70 minutes
Activity 2	Factors that Affect Trade Among Nations	140 minutes
Activity 3	The Impact of Trade on Employment and Job Creation	340 minutes
Activity 4	International Relationships	140 minutes
Activity 5	Market Conditions: Domestic and International	180 minutes

Unit Planning Notes

· Review a text resource and the Department of Foreign Affairs web site to prepare content notes.

· Photocopy and bring a map of the world for each group of four students.

· Review expectations with Geography teacher to determine other resources that might be helpful or how you might collaborate.

· Prepare copies of Group Assessment, Appendix B 5.1.

· Collaborate with the teacher/librarian to ensure resources are available.

· Bookmark key Internet sites that will be useful for this research.

· If necessary, reserve the computer lab for a class period.

· Prepare copies of Rubric B 5.2 to distribute to students.

· Remind students to bring list of imports and exports from Activity 1 to class.

· Review field trip safety.

· Invite and brief guest speakers at least one week prior to date.

· Collect periodicals and identify Internet sites that examine labour and employment issues related to international trade.

· Review representative co-operative groups.

· Copy Note-Making Guide.

· Research and prepare teaching notes on labor practices in other countries.

· Locate examples of articles on business closures.

· Prepare and copy a three-column chart with the following headings: Looks like, Sounds like, Feels like.

· Invite the school principal or a local politician to moderate debate.

· Prepare strips of paper with the names of Canada’s top twenty trading partners.

· Ask students to bring construction materials to class.

· Copy and distribute Assessment Checklist, Appendix B 5.3.

· Copy and distribute Presentation Rubric, Appendix B 1.5.

· Purchase and review the game Global Survival.

· Review the simulation Global Survival, from CFEE.

Prior Knowledge Required

· brainstorming

· categorizing

· Dictionary of Key Words

· familiarity with the concept of needs and wants

· construction of an electronic spreadsheet

· research using the Internet

· familiarity with Presentation Rubric

· mathematical ability in percentages

· electronic Pie Charts

· Note-Making Guide

· debating

· mind mapping

Teaching/Learning Strategies

1. Activity Based

· discuss

· oral Presentation

· board game

· debate

· mapping

· Pizza Party

Thinking Skills

· brainstorm

· categorize

· mind mapping

· Dictionary of Key Words

· Response Journal

Independent Learning

· research

· Note-Making Guide

Co-operative Learning

· Think/pair/square

· representative groups

· informal groups

Direct Instruction

· guest speaker

· focussed questioning

Assessment/Evaluation

· Group Process Assessment

· Self evaluation in response journal

· Summative evaluation of Research

· Diagnostic Assessment of Presentation Skills

· Diagnostic Assessment of Debate

· Self evaluation in Response Journal

· Summative evaluation of Pizza Party

· Self evaluation of group work

· Summative evaluation of Unit, Quiz

· Summative evaluation of key international business words

· Diagnostic assessment by observation of students working together to learn

Resources

The World of Business

Exploring Business

World of Business video series

Department of Foreign Affairs and International Trade

Tradewinds

Made in Canada

http://www.apfc.ca

http://www.dfait-maeci.gc.ca

Industry Canada

Agriculture Canada

Export Development Corporation

Canadian Importers Association

http://www.cfee.org

daily newspaper

monthly, weekly and bi-weekly periodicals

Free the Children web site

National Geographic

Canadian Labour Congress

Global Survival, a board game by The Hasbro Company

Global Survival, CFEE

Accommodations

· Use key visuals to illustrate definitions.

· Organize groups to ensure a balance of skill and perspective.

· Use large map to illustrate location of Canada’s trading partners.

· Provide a set of reference notes.

· Pair or group students with English speakers.

· Allow additional time to complete research.

· Modify debate assignment.

· Pair students to do the mathematical calculations.

· Omit Strategy 5.

· Encourage students to use calculators or computers to calculate pie chart.

· Allow students to present to a small group instead of the whole class.

· Prepare notes for students.

· Write notes on board to outline class discussion.

Activity 1: Interdependence in Trade

Time: 70 minutes

Description

Students distinguish between imports and exports. They describe how nations become interdependent through international trade.

Strand(s)and Expectations

Strand(s): International Business

Overall Expectations:

NBV.01 - describe how nations become interdependent through international business.

Specific Expectations:

NB1.01 - identify the differences between the concepts of imports and exports.

NB1.02 - explain why goods and services are traded among nations.

Planning Notes

· Review text resource and Department of Foreign Affairs web site to prepare content notes.

· Photocopy and bring a map of the world for each group of four students.

· Review expectations with Geography teacher to determine other resources that might be helpful or how you might collaborate.

· Prepare copies of Group Assessment, Appendix B 5.1.

Prior Knowledge Required

· brainstorming

· categorizing

· Dictionary of Key Words

Teaching/Learning Strategies

2. At home, students prepare a list of items they use regularly, (for example, the shoes they are wearing) and identify where the item is manufactured. Using the strategy of think/pair/square, students should pair up to compare and combine lists and then form groups of four to further combine lists resulting in one common list of 20-25 items per group.

3. Students categorize the list according to which items were produced in Canada and which items were produced in other countries. Students should check labels to determine this information.

4. Using a map of the world, students identify and mark where each item is produced.

5. The teacher may lead a discussion of the definitions of Import and Export in relation to the items they have selected and how countries become interdependent in business. Students add these words to their Dictionary of Key Words.

6. The teacher may lead a discussion of why goods and services are traded among nations, including Canada’s major trading partners.

Assessment/Evaluation

· Group Process Assessment, Appendix B 5.1

· Self evaluation in response journal

Resources

World of Business, Pages 27, 119-127, 130-134, 156-157, 174-177

Exploring Business, A Global Perspective, Pages 73-85

World of Business Video Series, Unit 2, Programs 2 and 4, Unit 3, Program 3, Unit 6, Program 2

Department of Foreign Affairs and International Trade

Tradewinds

Accommodations

· Use key visuals to illustrate definitions.

· Organize groups to ensure a balance of skill and perspective.

· Use a large map to illustrate location of Canada’s trading partners.

Activity 2: Factors that Affect Trade Among Nations

Time: 140 minutes

Description

Students analyse the factors that affect international trade.

Strand(s) and Expectations

Strand(s): International Business

Overall Expectations:

NBV.01 - describe how nations become interdependent through international business.

Specific Expectations:

NB1.03 - analyse factors that affect the flow of goods and services among nations (e.g., consumer needs and incomes, currency values, transportation costs, language and culture, trade agreements and pacts, tariff and non-tariff barriers).

NB2.02 - analyse the impact of trade on the quality and quantity of products available.

Planning Notes

· Collaborate with the teacher/librarian to ensure resources are available.

· Bookmark key Internet sites that will be useful for this research.

· If necessary, reserve the computer lab for a class period.

· Prepare copies of Rubric B 5.2 to distribute to students.

· Remind students to bring list of imports and exports from Activity 1 to class.

· Review field trip safety.

Prior Knowledge Required

· familiarity with the concept of needs and wants

· construction of an electronic spreadsheet

· research using the Internet

· familiarity with Presentation Rubric

Teaching/Learning Strategies

7. The teacher may divide the class into small groups. Each member of the group brings the list created in Activity 1 and shares with the group. Each group selects one imported item from the lists to research as a group.

8. The teacher may introduce the following terms: currency value, trade agreements, tariffs, duty, non-tariff barriers, and transportation costs for inclusion in Dictionary of Key Words.

9. The students do research to answer the following questions about the item chosen:

· What consumer need or want is it satisfying?

· How does a person’s income affect the purchasing decision?

· What is the selling price of the item in Canadian dollars in three countries?

· What is the method of transporting the item from manufacturer to consumer?

· What trade agreements apply to this product?

· What tariff and non-tariff barriers are there for this product?

10. Students prepare a chart outlining their findings.

11. Students present their research to the class using the rubric in Appendix B 5.2 as their guideline for the presentation.

12. The teacher may ask students to form a line based on the distance they have travelled internationally from the school. The student who has travelled the furthest, for example, Australia, stands farthest from the starting point and the person who has travelled the closest will stand closest to the starting point. The teacher may ask each student to orally identify: where they have travelled, what currency was used, what the currency exchange to Canadian dollars was, what they ate or bought that was unique to that country, and what tariffs or duties they had to pay upon their return to Canada.

13. Students return to their seats and prepare an 8.5x11 poster to document this information and post it on a bulletin board.

14. The teacher may arrange for students to visit the local grocery store. Students survey the fresh produce section to identify where the produce comes from and mark the locations on the map from Activity 1.

15. The teacher may lead a discussion about the quality and cost of imported and domestic produce. The teacher may include Canada’s major trading partners in the discussion.

Assessment/Evaluation Techniques

· Summative evaluation of research. Appendix B5.2 (NB1.03)(NB2.02)

· Diagnostic assessment of presentation skills, Appendix B 1.5

Resources

Department of Foreign Affairs and International Trade
http://www.dfait-maeci.gc.ca.

World of Business, Pages 119-127

Exploring Business, Pages 73-85

Made In Canada, Pages 331-356

Industry Canada

Agriculture Canada

Export Development Corporation

Canadian Importers Association

Accommodations

· Provide a set of reference notes.

· Use key visuals to illustrate definitions.

· Pair or group students with English speakers.

· Allow additional time to complete research.

Activity 3: The Impact of Trade on Employment and Job Creation

Time: 340 minutes

Description

Students examine and summarize the impact of trade on job creation and employment in Canada.

Strand(s) and Expectations

Strand(s): International Business

Overall Expectations:

NBV.02 - analyse the impact of trade on the Canadian economy.

Specific Expectations:

NB2.01 - summarize the impact of trade on employment and job creation in Canada.

Planning Notes

· Invite and brief guest speakers at least one week prior to date.

· Collect periodicals and identify Internet sites that examine labour and employment issues related to international trade.

· Review representative co-operative groups.

· Copy Note-Making Guide.

· Research and prepare teaching notes on labour practices in other countries.

· Locate examples of articles on business closures.

· Collaborate with teacher/librarian to ensure resources are available for students to prepare debate.

· Prepare and copy a three column chart with the following headings: Looks Like, Sounds Like, Feels Like.

Prior Knowledge Required

· Note-Making Guide

· debating

· mind mapping

· brainstorming

Teaching/Learning Strategies

16. The teacher may invite a representative from a local company involved in international trade, to discuss the relationship of trade to employment and job creation in Canada. If no speaker is available, McDonald’s has a video outlining how Canadians opened the first McDonald’s in Russia.

17. The teacher may distribute the Note-Making Guide for students to use during the presentation.

18. Students work in pairs to create a mind map on trade and employment using the information from the discussion.

19. Students brainstorm a list of employment possibilities created through trade.

20. The teacher may lead a discussion of labor practices in Canada and other countries and why some manufacturers choose to set up plants in other countries instead of Canada.

21. The teacher may bring articles or case studies of local examples where a business has moved to another country and examine the impact on the local economy. Using a three column chart labelled: Looks Like, Sounds Like, Feels Like the class writes down what the impact of the closure looks like (how are people behaving), sounds like (what are people saying) and feels like (how people feel) in the community and then discusses the implications.

22. Students select the pro or con and research information related to the following question: Should government have the power to regulate business closures? Students debate the issue using representative cooperative groups. Chairs are set up at the front of the class, one for each group, plus an empty chair. A representative from each group takes a seat at the front of the class to share their position with the class. The empty chair is for other class members to take a seat if they want to contribute to the conversation. This makes a very lively debating format, with students moving between their seats and the empty seat at the front. The teacher may invite the principal or a local politician to class to moderate the debate.

23. Students reflect on the debating experience by writing an entry in their response journal.

Assessment/Evaluation

· Diagnostic assessment of the debate. (NB2.01)

· Self-evaluation in response journal.

Resources

Free the Children Internet Site

World of Business, Pages 152-153

Exploring Business, Pages 73-85

World of Business Video Series, Unit 1, Program 5

National Geographic

Canadian Labour Congress

Accommodations

· Modify the debate assignment.

Activity 4: International Relationships

Time: 140 minutes

Description

Students learn about Canada’s key international economic relationships: who Canada’s major trading partners are and how culture affects business activity.

Strand(s) and Expectations

Strand(s): International Business

Overall Expectations:

NBV.03 - describe Canada’s key international economic relationships.

Specific Expectations:

NB3.01 - identify Canada’s major trading partners;

NB3.02 - identify ways in which culture affects business activity and Canada’s international economic relationships.

Planning Notes

· Prepare strips of paper with the names of Canada’s top trading partners.

· Ask students to bring construction materials to class.

· Copy and distribute Assessment Checklist, Appendix B 5.3.

· Copy and distribute Presentation Rubric, Appendix B 1.5.

Prior Knowledge Required

· mathematical ability in percentages

· electronic Pie Charts

Teaching/Learning Strategies

24. Students should create a “pizza” to be “shared” at a pizza party at the end of this activity.

25. The teacher may introduce Canada’s top trading partners to the class. The teacher may ask students if any have travelled to, lived in, or have a family heritage from any of these countries and lead a discussion of ways that culture affects business activity. Consumer tastes and habits, price negotiation, shopping habits, language and attitudinal differences should all be cited here.

26. The teacher may lead a discussion to examine the trading relationship between Canada and the United States noting the Balance of Trade between the two nations.

27. The teacher may divide the students into small groups.

28. The teacher may place the names of the top trading partners in a box. Each group selects six trading partners from the box. Using their import/export lists from Activity 1 or researching new ones, the groups select six 'toppings' for their pizza. The toppings can either be any product imported into Canada or exported from Canada to each of the trading partners. The toppings do not have to be edible. If the students select items exported from Canada they are creating the “Canadian Pizza." If the students select items that are imported to Canada, they are creating an “International Pizza." The import and export toppings are not to be mixed.

29. Students create a “pizza” dividing the pie into six slices, one for each trading partner and place a topping/product picture on each slice. The slices should be divided by the comparative percentage of each country is trade with Canada. Students should construct the pie using felt, tape, construction paper, magazines, etc.

30. Students should present their group “pizza” at a class “pizza” party. The teacher may use Appendix B1.5 to assess the presentation of each “pizza."

31. Students should complete Group Assessment 5.1 to review and reflect on how they worked together.

32. The class may take the opportunity to have a real international pizza party after the presentations.

Assessment/Evaluation

· Diagnostic assessment of Presentation Skills, Appendix B1.5

· Summative evaluation of “pizza” Appendix B 5.3 (NB3.01)

· Self-evaluation of Group Work, Appendix B 5.1

· Summative evaluation of unit, Teacher developed quiz (NBV.01, NBV.02, NBV.03)

Resources

Department of Foreign Affairs and International Trade
http://www.dfait-maeci.gc.ca

Asia Pacific Foundation
http://www.apfc.ca

Canadian Foundation For Economic Education
http://www.cfee.org

Exploring Business, Pages 62-63, 88-92, 148

World of Business, Pages 127-130, 139-153, 159-174

World of Business Video Series, Unit 2, Programs 1-4

Accommodations

· Pair students to do the mathematical calculations.

· Omit Strategy 5.

· Encourage students to use calculators or computers to calculate pie charts.

· Allow students to present to a small group instead of the whole class.

Activity 5: Market Conditions: Domestic and International

Time: 180 minutes

Description

Students describe how businesses are affected by variations in market conditions, both domestic and international.

Strand(s) and Expectations

Strand(s): International Business and Conducting Business in a Competitive Marketplace and the Changing World

Specific Expectations:

NB3.03 - describe how a company’s profit and growth can be affected by its international business activity and participation in the markets of other nations;

CC2.01 - analyse the forces of supply and demand and explain how they affect market prices and the willingness of businesses to produce products;

CC2.02 - explain how a business can be affected by the number and quality of competitors in a market.

Planning Notes

· The game Global Survival manufactured by Hasbro Company is an excellent vehicle to accomplish these expectations. If you decide to purchase it, review the instructions and prepare a simple handout for students before beginning play.

· Global Survival Simulation, Canadian Foundation For Economic Resources may be a good alternative. Review prior to lesson.

· Review text resources and prepare teaching notes on this topic.

· Meet with the teacher/librarian to ensure resource materials are available for students.

· Bookmark key Internet sites.

Prior Knowledge Required

· terms from Dictionary of Key Words

Teaching/Learning Strategies

33. Students use a variety of sources of information, such as television, the Internet, newspapers, magazines and brochures to research;

· how profit and growth of an organization can be affected by international trade;

· how international and domestic business activity is affected by supply and demand;

· how international and domestic competitors impact business decisions and activity.

Students write a newspaper article outlining their findings.

The teacher may lead the class in a reflective discussion by asking the following questions:

· What effect can international business activity have on a company's profit and growth?

· How does the participation in the markets of other nations affect company profits and growth?

· What market conditions affect supply and demand and the decision to produce?

· What roles do supply and demand play in setting market prices and determining which products are produced by whom?

· All businesses expect some competition, how does the number of competitors and the quality of the competition affect business?

Students write a reflective response in their journals on how variations in market conditions, both domestic and international, affect businesses.

Assessment/Evaluation

· Summative evaluation of key international business key words

· Diagnostic assessment by observation of students working together to learn

· Self-evaluation in response journal

Resources

Global Survival, Hasbro Company

World of Business

Exploring Business

Global Survival, CFEE

Department of Foreign Affairs and International Trade

Tradewinds

Industry Canada

Accommodations

· Prepare notes for students.

· Pair students up to conduct the research.

· Write notes on the board to outline class discussion.

Appendix A 3.1

Venn Diagram

Appendix A 3.2

Catching the Spirit (Video)

This video introduces the concept of entrepreneurship and characteristics of entrepreneurs. Complete the following worksheet while viewing the video. In each mini-case, identify the entrepreneurial characteristics exhibited.

1. Harold Warner is the founder and owner of the Calgary-based hot-air balloon company, Aerodynamics and Promotions Inc. Harold is:

2. Ron Thomas moved to Digby, Nova Scotia to start up his own retail business after 35 years experience in the garment industry in Montreal. Ron embodies these entrepreneurial characteristics:

3. Martha Sturdy is a Vancouver entrepreneur who designs and manufactures jewelry she calls “wearable art”. Her success was helped by:

4. Guy Caron and Guy Laliberte. Le Cirque du Soleil is an internationally successful ‘circus without animals’ started by street performers in Montreal. These entrepreneurs demonstrate:

5. Peter Dalglish founded Street Kids International to help address the educational and economic needs of street children throughout the world. Peter demonstrates that entrepreneurs:

Appendix A 3.3

1. What is the idea?

2. What are the entrepreneurial characteristics and skills illustrated?

Appendix A 3.4

Appendix A 3.5

Developing the Skills

(Video)

This video focusses on the “skills” that are important for entrepreneurship. In particular, the program aims to show that there are important skills required for effective entrepreneurship and that many, if not all, of these skills can be learned/developed. Complete the following worksheet while viewing the video. In each mini-case, identify the entrepreneurial skills exhibited.

1. Ron Foxcroft was already an established entrepreneur in the trucking industry when his part-time occupation as a referee led to the development of the FOX 40 pea-less whistle. Ron shows that entrepreneurs:

2. Sonja Jones is the spokesperson for the successful Nova Scotia dairy, Peninsula Farm, which she owns and operates with her husband, Gordon. Sonja and Gordon:

3. Kaaydah Schatten overcame poverty and racial discrimination to become a successful entrepreneur by developing a process for cleaning industrial ceilings. Kaaydah’s entrepreneurship illustrates the importance of:

4. The idea of putting a document-shredder on a truck to service clients at their place of business was not new but when Scott Smith started Proshred, his experience with a similar company that went bankrupt helped him make Proshred a success where others had failed. Scott’s venture shows how:

5. Mark Jowett is the lead entrepreneur in Nettwerk Records, a successful Vancouver-based company. Mark started the label several years ago because he couldn’t find an established company to record him and his band, Moev. For Mark Jowett, entrepreneurship:

Appendix A 3.6

The Entrepreneurial Person

Complete the model by cutting and pasting the phrases given.

Appendix A 3.6(b)

			Ear – For keeping to the ground and sensing change and opportunity.			Neck – For sticking out and taking calculated risks.
Brain – For generating creative, innovative ideas.
	Wrinkles – For smiling during the fun times.
							Mouth – For effective communication and being able to sell an idea.
				Backbone – For the confidence and determination to believe in one’s self and to move ahead.
		Fingers – For counting the positive learning opportunities from any mistakes/failures
					Strong Foot – For kicking ideas around.

	Strong Legs – For leaping over the many barriers and obstacles you will encounter.	Wise Eyes – For establishing a vision and setting goals.
Nose – For smelling signs of trouble and possible problems.
	Ear – For listening to the advice of those with knowledge and experience.

				Heart – For the passion, commitment and perseverance to stick with it and burst with pride when goals are reached and accomplishments achieved.
	Glands – For adrenaline: for the “rush”. For sweat during the hard work.
Arms – For hugging members of the team that will determine your success.
			Sharp Eyes – For seeking out opportunities.
					Fleet Feet – For anticipating and keeping ahead of the competition.
Knee – For staying flexed to adapt to change.
		Hands – For shifting gears when necessary.

Appendix A 3.7 - Constructing A Questionnaire

A well-designed questionnaire is clear, concise, and a valuable tool for doing primary research. Information can be obtained on demographic and socio-economic characteristics, consumer attitudes, opinions, buyer awareness, knowledge, motivations, and behaviours.

The layout of a questionnaire varies by personal preference; however, the following points should be taken into consideration.

1. An explanatory note outlining the reason for the questionnaire and why it is being conducted should appear first.

2. Instructions should be included as to how the questionnaire should be completed. This varies according to the style of questionnaire and preference of the author (e.g. check marks, x’s, etc.)

3. Generally, you want to put a qualifying question up front. These questions indicate the general level of interest in the product or service. If there is no interest, the survey is finished. Refer to sample question 1.

4. Start off with general questions and work to more specific ones. Care should be taken to ensure a smooth flow to the order of the questions.

5. Questionnaires should be succinct and as short as possible.

6. Questions should be short and simple and not include more than one item in each question.

7. Once completed, the draft questionnaire is to be “tested” to ensure that the information given corresponds to the information requested.

Sample Questions:

1. How often would you use a service/product like the one I have just described?

Often [ ] Sometimes [ ] Rarely [ ] Never [ ]

2. What was your initial response to the service/product?

Very interested [ ] Somewhat interested [ ] Not interested [ ]

3. Age group

Under 20 [ ] 20 – 29 [ ] 30 – 39 [ ] 40 – 49 [ ] Over 50 [ ]

4. Please comment on which feature(s) of the service/product interested you the most.

Appendix A 3.8 - Worksheet

Station: _____

Canadian Inventor/Innovator: ____________________________________________________

Brief Description of the invention/innovation:

Characteristics and skills demonstrated:

_______________________________________________________________________________

Station: _____

Canadian Inventor/Innovator: ____________________________________________________

Brief Description of the invention/innovation:

Characteristics and skills demonstrated:

Appendix A 4.1

The Spirit Lives: Planning For Success CD

Directions for use

Accounting

1. Enter name.

2. Go to Land of Enterprise.

3. Select Planning.

4. Select Balance Sheet.

5. Return to Planning.

6. Select Income Statement.

Marketing

1. Follow steps 1, 2, and 3 above.

2. Select Marketing Game.

3. Select Library of Marketing or Play Marketing Game.

The Marketing Game

1. A complete game takes 20 minutes and is equivalent to one year.

2. Bankruptcies are common and may take much less than 20 minutes.

3. Teams should play several times in order to understand the best strategies.

4. Teams should make notes as they make decisions.

5. A few tips:

· buy and study the comparative landscape;

· first decisions should be to pick a target market and choose a channel of distribution;

· product redesign is expensive.

Appendix B.3.1

Research/Data Collection

Criteria	Level 1	Level 2	Level 3	Level 4
Selecting Resources	· uses a variety of published sources and human resources with minimal effectiveness to complete the task	· uses a variety of published sources and human resources with moderate effectiveness to complete the task	· uses a variety of published sources (online, print catalogues, encyclopedias, books, journals, etc.) and human resources (e.g., librarians, business, community, site visits, etc.) effectively to complete the task	· uses a variety of published sources and human resources with high effectiveness to complete the task.
	· rarely selects the most appropriate sources for the task	· sometimes selects the most appropriate sources for the task	· frequently selects the most appropriate sources for the task	· routinely selects the most appropriate sources for the task
Locating Information	· uses a limited range of information retrieval strategies to locate appropriate and relevant information from the selected resources	· uses a moderate range of information retrieval strategies to locate appropriated and relevant information from the selected resources	· uses an extensive range of information retrieval strategies to locate appropriate and relevant information from the selected resources (e.g., indexes, directories, table of contents, search engine, keyword searches, interviews, questionnaires)	· uses a complete range of information retrieval strategies to locate appropriate and relevant information from the selected resources

Criteria	Level 1	Level 2	Level 3	Level 4
Analysing Information	· rarely interprets information appropriately to support the hypothesis/solution	· sometimes interprets information appropriately to support the hypothesis/solution	· frequently interprets information appropriately to support the hypothesis/solution	· routinely interprets information appropriately to support the hypothesis/solution
	· rarely identifies factors to validate the accuracy of the information	· sometimes identifies factors to validate the accuracy of the information	· frequently identifies factors to validate the accuracy of the information (e.g., author, date, credentials)	· routinely identifies factors to validate the accuracy of the information
Use of Information	· rarely presents research information appropriately	· sometimes presents research information appropriately	· frequently presents research information appropriately (e.g., charts, diagrams, text)	· routinely presents research information appropriately
	· sources are rarely accurately recorded and documented	· sources are sometimes accurately recorded and documented	· sources are frequently accurately recorded and documented	· sources are routinely accurately recorded and documented
Planning the Research Process	· identifies the information specific to completing the task/solving the problem with minimal effectiveness	· identifies the information specific to completing the task/solving the problem with moderate effectiveness	· identifies the information specific to completing the task/solving the problem effectively	· identifies the information specific to completing the task/solving the problem with high effectiveness
	· chooses the use of primary and/or secondary sources of information with minimal effectiveness	· chooses the use of primary and/or secondary sources of information with moderate effectiveness	· chooses the use of primary (e.g., student developed surveys, interviews) and/or secondary sources (e.g., published resources) of information effectively	· chooses the use of primary and/or secondary sources of information with high effectiveness

Appendix B 4.1

Media	Advantages	Disadvantages
Newspapers
Magazines
Television
Radio
Internet
Direct Mail
Billboards

Appendix B 4.2 - Print Advertising

Criteria	Level 1	Level 2	Level 3	Level 4
Theme	- sales message is neither simple nor clear	- sales message is simple but unclear	- sales message is clear but not simple	- sales message is simple and clear
Headline	- 0 or 1 of elements listed in level 4	- only 2 of 4 elements listed in level 4	- only 3 of 4 elements listed in level 4	· Name of organization · Reader benefit · Simple and clear · Selective so readers know ad is directed at them
Illustration	- 0 or 1 of elements listed in level 4	- only 2 of 4 elements listed in level 4	- only 3 of 4 elements listed in level 4	· Attracts readers · Tells story · Reinforces sales points · Shows product
Text (body copy)	- 0 or 1 of elements listed in level 4	- only 2 of 4 elements listed in level 4	- only 3 of 4 elements listed in level 4	· Follows headline · Amplifies user benefits · Proof that product is a good one · Tells reader what to do next
Signature	- ad ends with few of details about organization included	- ad ends with some of details about organization included	- ad ends with most of details about organization included	- ad ends with complete organization name or logo, address, phone number and business hours
Layout	- arrangement of criteria above is ineffective in drawing readers to the ad, guiding them through it and visually presenting desired image	- arrangement of criteria above is somewhat effective in drawing readers to the ad, guiding them through it and visually presenting desired image	- arrangement of criteria above is effective in drawing readers to the ad, guiding them through it and visually presenting desired image	- arrangement of criteria above is very effective in drawing readers to the ad, guiding them through it and visually presenting desired image

Appendix B 5.1

Group Assessment

How Well Did We Work Together?

Group Members:___________________________________________________

Discuss, reach agreement, and colour each bar on the graph up to the agreed level.

A Whole Bunch
A Lot
Some
Little
Very Little
	All members contributed ideas.	All members of our group listened carefully to the ideas of others.	All members of our group encouraged others to contribute their thoughts and ideas.	We made certain all members of our group understood the work.	Our group stayed focused on the task.

Appendix B 5.2

Trade Research Assessment

content reflects knowledge of trade and tariffs	- reports few facts, using limited vocabulary	- reports some facts using some key words and phrases	- reports sufficient facts using considerable appropriate vocabulary	- reports thoroughly on facts using appropriate vocabulary throughout
knowledge of why and how production decisions are made	- demonstrates limited knowledge	- demonstrates some knowledge	- demonstrates considerable knowledge	- demonstrates thorough knowledge
uses a variety of resources in research	- uses only one resource in research	- uses 2-3 resources in research	- uses 3-5 resources in research	- uses 3-5 resources from a variety of sources
communicates information effectively using an electronic format	- communicates information with limited clarity	- communicates information with some clarity	- communicates considerable information in a clear, concise and interesting fashion	- thoroughly communicates information clearly, concisely and creatively
inquires further about trade issues and how they impact Canadians	- limited inquiry	- some inquiry demonstrated	- considerable inquiry on a range of issues	- demonstrated thorough inquiry about the full range of issues associated with international trade
makes appropriate use of key words from personal dictionary	- uses 1-2 key words in a limited way	- uses 2+ words appropriately	- uses 4+ words appropriately	- uses 6+ words in appropriate ways

Level Four

Appendix B 5.3

Assessment Checklist

Content	Level One	Level Two	Level Three	Level Four
Students use of key words correctly	- limited correct use of key words	- some correct use of key words	- correct use of key words	- thorough use of key words
Student calculates, analyses, and interprets the percent each partner trades with Canada	- describes only with limited analysis and interpretation	- calculates accurately with some analysis and interpretation	- calculates accurately with considerable analysis and interpretation	- analyses and interprets thoroughly
Student explains relationship of trading partners with Canada	- limited	- some	- considerable explanation	- thorough explanation
Student discusses how trade impacts the quality and quantity of products available	- demonstrates limited understanding	- demonstrates some understanding	- demonstrates considerable understanding	- demonstrates thorough understanding

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