Project Description

Course Description

This course provides an overview of the importance of international business and trade in the global economy and explores the factors that influence success in international markets. Students will learn about the techniques and strategies associated with marketing, distribution, and managing international business effectively. This course prepares students for postsecondary programs in business, including international business, marketing, and management.

Course Code: BBB4M

Course Name: International Business

Department: Business

Hours: 110

Credit Value: 1.0

Pre-requisites: None

Curriculum Policy Documents: The Ontario Curriculum, Business Studies, Grades 11 & 12. English, 2006 (Revised)

Growing Success: Assessment, Evaluation, and Reporting in Ontario School. 2010.

Development Date: August 2019

Developed By: Jimmy Chia

Teacher’s Name: Jennifer Crozier

Overall Curriculum Expectations

  • OE1 demonstrate an understanding of terminology, concepts, and basic business communication practices related to international business.
  • OE2 analyse the impact of international business activity on Canada’s economy.
  • OE3 demonstrate an understanding of how international business and economic activities increase the interdependence of nations.
  • OE4 analyse ways in which Canadian businesses have been affected by globalization.
  • OE5  demonstrate an understanding of the factors that influence a country’s ability to participate in international business.
  • OE6 assess the effects of current trends in global business activity and economic conditions.
  • OE7 analyse the ways in which cultural factors influence international business methods and operations.
  • OE8 assess the ways in which political, economic, and geographic factors influence international business methods and operations.
  • OE9 identify and describe common mistakes made by businesses in international markets.
  • OE10 evaluate the factors currently affecting the international competitiveness of Canadian businesses.
  • OE11 assess the challenges facing a business that wants to market a product internationally.
  • OE12 compare the approaches taken by various companies to market their products internationally.
  • OE13 demonstrate an understanding of the logistics of, and challenges associated with, distribution to local, national, and international markets.
  • OE14 analyse the ways in which ethical considerations affect international business decisions.
  • OE15 assess the working environment in international markets.
  • OE16 demonstrate an understanding of the process for crossing international borders as it relates to international business.

Course Content

Unit Unit Title Approx. Duration
Unit 1 Business Trade and Economy 24 hours
Unit 2 Global Environment for Business 24 hours
Unit 3 Factors Influencing Success in International Markets 24 hours
Unit 4 Marketing Challenges and Approaches, and Distribution 15 hours
Unit 5 Working in International Markets 12 hours
Unit 6 Culminating Activities (ISU and Final Exam) 11 hours
TOTAL 110 hours

Unit Description

In this unit, students will be looking at international business from a historical perspective.  Also, through case studies, students will come to understand the advantages and disadvantages of international trade.  Students will also look at the barriers that businesses must overcome in order to conduct trade successfully.  Additionally, we will look at the importance of international business for Canada and also how Canadians can prepare for the international marketplace.  We need to be thinking about how we can achieve competitive advantage and be looking at how we can maintain a high level of productivity and quality.
In this unit, we first look at the constant of change in business and how business can maintain an edge in the continually changing marketplace.   Then, we will be looking at the major international organizations that facilitate and regulate international trade in various ways, indirectly and directly.  Finally, the students will be studying the trends and opportunities that factor into how business must engage the marketplace.
In this unit, we look at the various factors that come into play when conducting business on an international level.  First, we will be look at cases that teaches us about avoiding common mistakes and problems.  We will try to understand the varied nature of the international marketplace with regards to culture and business practices.  Finally, the political and economic factors has a strong affect on businesses and we will learn about what the political and economic climate could mean to international businesses.
In this unit, we will be looking at marketing strategies and challenges.  We look in particular at how doing business internationally affects the we way companies must market themselves and their products.  Then, students will understand the challenges of logistics and distribution when conducting business at a global level.
In this final unit, we will strive to understand that despite the inherent goal of making a profit in business, we have priorities that stand above this goal.  Students will need to understand the ethics of doing business at a global level and in Canada.  Students will also learn about and acquire a sense of social responsibility when conducting business in general.
Students will submit the summative in this unit.  They were given the summative at the beginning of the term.  They will have completed their international business portfolio for their chosen country with all parts completed.  Students will also do their final exam that covers the entire course.

Teaching/Learning Strategies

  • Research project
  • Independent study
  • Oral Presentations
  • Debate
  • Case summary
  • Presentation
  • Graphic Organizers
  • Computer-Mediated Instruction
  • Lectures
  • Discussions
  • Reading
  • Pair Work
  • Role Play
  • Brainstorming
  • Group work

Unit Organization

Assessment Strategies

For Learning As Learning Of Learning
  • Diagnostic assessment
  • Debate
  • Classroom discussion
  • Role play
  • Reading aloud
  • Researching
  • Classroom discussion
  • Debate
  • Unit test
  • Research paper
  • Group Project
  • Presentations
  • Role play
  • Debate

Evaluation Strategies

Evaluation focuses on student’s achievement of the overall Expectations. Evaluation is basically collected from; observations, conversations, and student products.

Student Products include: tests, exams, rich performance tasks, projects, presentations and /or essays. Students submitting assignments that involved group work will be evaluated individually.

Before making a decision about a student’s final grade, the teacher will consider all the collected evidence of student products. The teacher will also consider that some evidence carries more weight than other evidence.

Achievement Level Percentage Mark Range
4+ 95-100
4 87-94
4- 80-86
3+ 77-79
3 73-76
3- 70-72
Achievement Level Percentage Mark Range
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52

The final grade will be determines as follows:

  • 70% Seventy percent of the grade will be based on evaluation conducted throughout the course.
  • 30% Thirty per cent of the grade will be based on a final evaluation and the summative administered at or towards the end of the course.

Evaluation/Assessment Plan

Unit Unit Title Approx. Duration KICA % Application
Unit 1 Business Trade and Economy 24 hours 25/25/25/25
Unit 2 Global Environment for Business 24 hours 25/25/25/25
Unit 3 Factors Influencing Success in International Markets 24 hours 25/25/25/25
Unit 4 Marketing Challenges and Approaches, and Distribution 15 hours 25/25/25/25
Unit 5 Working in International Markets 12 hours 25/25/25/25
Unit 6 Culminating Activities (ISU and Final Exam) 11 hours 25/25/25/25
   TOTAL   110 hours

Resources

Shultz, M. David Notman and Ruth Hernder. (2003). International Business, Canada and Global Trade Nelson Canada.

Program Planning Considerations

This course will include a variety of instructional strategies to help students become independent, strategic and successful learners.  The key to student success is effective, accessible instruction in order to empower students to become lifelong learners. Students will be required to identify the main concepts and skills of the course, consider the context in which they will apply their learning and work toward meeting the stated learning goals.
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning. It is the student's responsibility to make the most of each learning opportunity provided and grow in their understanding and application of learning skills and strategies that will ensure success in this course and in life beyond.
In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations.  The teacher will adapt the instructional program in order to facilitate the success of these students in their classes.
Appropriate adaptations and strategies for this course will include:
  • Modelling of expectations
  • Reference to and use of online ESL and subject-specific and dictionaries
  • Concrete examples and materials whenever possible
  • Use of a variety of learning resources including visual material and cues, , graphic organizers and visual
  • Materials that reflect cultural diversity
  • Pre-writing strategies
  • Previewing course readings / texts
When at all possible, this course will include opportunities to integrate environmental education into the material studied, encouraging the students to explore a range of environmental concerns using issue-based analysis and some of the following strategies:
  • Community Connections
  • Environmental Perspective
  • Simulation
  • Problem Solving
  • Surveys
  • Co-operative Learning
  • Inquiry-based learning
  • Cross-curricular connections
When appropriate, the students will have opportunities to analyse the environmental impact of the concepts being studied, such as the impact of Canadian and international political policies, Canadian and international laws, cultural and social differences, human rights legislation and the protection and stewardship of the Earth.
Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Antidiscrimination education encourages all students to:
  • think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active responsible citizenship.
  • work to high standards, as it affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image.
  • value and show respect for diversity.
The course content will use the following strategies to help create a healthy learning environment for all students.
  • Developing a learning environment where all students feel safe
  • Promotion of diversity and inclusivity in the classroom
  • Getting students involved within their school community
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussion
  • Case Study analysis
Classes taught within the Ontario curriculum seek to create an atmosphere of equity and inclusion based on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society.
The Ontario curriculum entrusts educators to create an environment based on the principles of inclusive education, where all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected.
During this course, the teacher will give students a variety of opportunities to learn about diversity and diverse perspectives.
Teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.  The teacher will support and encourage students to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, advancements, and global events.
During this course the teacher will provide support and oversight to students throughout the inquiry process, ensuring that students engaged in inquiry-based activities are aware of potential ethical concerns and address them in a respectful manner. If students are conducting surveys and/or interviews, teachers will supervise student activities to ensure that they respect the dignity, privacy, and confidentiality of their participants.
The teacher will thoroughly address the issue of plagiarism with students.  Students will be reminded of the ethical issues surrounding plagiarism, and the consequences of plagiarism will be clearly discussed before students engage in an inquiry.
The following strategies will be used to develop students’ understanding of ethics:
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Surveys and interviews
  • Model ethical behavior
  • Explore ethical standards
  • Explore ethical concerns
  • Inclusive practices
  • Foster positive relationships with others
  • Assist students in developing an understanding of ethical judgments
  • Assist students in understanding confidentiality standards
There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast-changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills through a variety of activities in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues. Students will come to understand the social, environmental, and ethical implications of their own choices as consumers.  Strategies that will be used will include:
  • Community connections
  • Simulation
  • Problem Solving
  • Inquiry-based learning
  • Cross-curricular connections
  • Issue-based analysis
  • Critical literacy skills
  • Setting financial goals
  • Developing intra-personal skills
Literacy involves a range of critical-thinking skills and is essential for cross-curricular learning. It is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.  Students will be exposed to literacy skills relating to oral, written, and visual communication.  The following skills will be developed in this course:
  • Reading, interpreting, and analysing various texts, including diaries, letters, government legislation and policy documents, interviews, speeches, information from non-governmental organizations, news stories, and fiction and non-fiction books
  • Extracting information
  • Analysing various types of maps and digital representations, including charts, diagrams, pictures, etc.
  • Using appropriate and correct terminology, including that related to the concepts of disciplinary thinking
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Kinesthetic opportunities
  • Foster use of proper terminology
  • Inquiry and research skills
  • Help students to develop a language for literacy, inquiry and numeracy skills
  • Assist students with developing communication skills in areas of literacy, inquiry and numeracy
Central to successful education is the focus on experiential learning.  Planned learning experiences in the community, including job shadowing and job twinning, field trips, work experience, hands-on experiences and cooperative education, will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.  Planned learning experiences in this course will include:
  • Experiential Learning: Library visits, Guest Speaker, Role Playing, mock trials, writing anthology, author visits, writers reading, theatre workshops
As part of every course, students must be made aware that health and safety in the classroom are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times and communicate safety requirements to students.  Health and safety issues not usually associated with a particular course may be important when the learning involves field trips and field studies. Teachers will preview and plan these activities carefully to ensure students’ health and safety.
Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills.
Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and in preparation for their post-secondary studies. Students are expected to properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting. As plagiarism is a serious offence that can have significant consequences, Sophio Academy is committed to instilling the values of honesty and hard work within our students which involves the proper acknowledgement of other's ideas and work.