Lesson Objective: At the completion of this lesson, students will be able to describe and explain how interest rates affect the value of a dollar and how exchange rates affect purchasing value in the global market. Supplies Needed: Lesson Supplies Two different color sheets of paper cut in strips torepresent currency and a bag of candy Student Handout 1 Exchange Rates and Currencies (1 per student) (found in Task 2) Student Handout Answer Key 1 Exchange Rates and Currencies (found in Resource Library) Student Handout 2 Timbuktu Bidding Game - Tally Table (1 per student) (found in Task 4) Student Handout 3 The Timbuktu Bidding Game Analysis (1 per group) (found in Task 5) Student Handout 4 Currency and Exchange Rate Quiz (1 per student) (found in Task 6) Student Handout Answer Key 4 Currency and Exchange Rate Quiz (found in Resource Library) Teacher Resource 1 Big Mac Index Poster (When printing poster, uncheck “fit picture to frame” in the print dialogue box. Also, print on legal sized paper or larger. Best printed on 11x17 landscape.) (found in Task 3) Video 1 Big Mac Index (1:13) (found in Task 1) References: Econedlink: Council for Economic Education. (n.d.). Economic Glossary. IMF Center: A public center for economics education. (n.d.). Lessons #1 and 2 focus on the IMF and its role in the global economy. Retrieved from http://www.imf.org/external/np/exr/center/students/hs/think/lesson7.pdf MBA dictionary. (n.d.). Retrieved November 15, 2014, from MBAResearch and Curriculum Center Rinsema, Kate. Alltop: Holy kaw! (n.d.). The big mac index [infographic]. Retrieved from http://holykaw.alltop.com/the-big-mac-index-infographic Travelex: Worldwide money. (n.d.). The Economist: Big mac index. Retrieved from http://www.spring.org.uk/the1sttransportX-Rates. (n.d.). Rates Table. Retrieved from http://www.x-rates.com/table/?from=USD Copyright Permission:Copyright permission has been given for the educational use of the web-based and printed Big Mac Index Chart, contained within this lesson.
In this lesson, students will analyze and compare the culture of a chosen country to our country. Using the Hofstede Insights tool and attached rubric, student will write a 5 paragraph essay with their analysis.
Student and Teacher Project files for Global Business Project from Cengage, Principles of Business
Global business research project for students to research the business atmosphere of another country including their economy, statistics, finances, business cultures, government, business etiquette, and societal customs. This research would help the student determine if expanding a business opportunity into the country would be a viable option. Students will create a presentation to share their findings in an oral presentation using a multimedia tool of their choice. A presentation grading rubric that also evaluates the content of the presentation is included.
Students will explore vacation destinations around the world to develop an understanding of global trade, comparative advantage, exchange rates, and the value of the dollar in other countries. Each team will conduct thorough research of multiple vacation destinations and then select one that team members believe would be an unusual, educational, and highly economical destination for student groups. The team will then develop a website, digital poster, or other deliverable that creatively explains its recommended vacation destination, the exchange rate, two examples of comparative advantage that the destination country enjoys, and expenses incurred during the week-long vacation. The attached project document (found in the Resource Library) includes step-by-step instructions, templates, briefings, resources, and rubrics to help in executing this project. A PowerPoint to help introduce the project is also available in the Resource Library. Driving Question: What would be the most economical, unique, and educational travel destination for students? Timeframe: 2 weeks
This lesson focuses on the current business trend of how the global economy affects domestic businesses and how this trend impacts the workplace. First, use the report to teach the concept to students and to find classroom implications. Then, lead the class in discussion and activities. A downloadable document of the action brief can be found in the Resource Library. For more action briefs such as this one, visit mbastatesconnection.mbaresearch.org and select "Action Briefs" under "Curriculum/Instruction."
Project Description: This project introduces students to entrepreneurship as well as economic systems, developing nations, and transitional economies. Each team will conduct thorough research on the economies of three diverse nations and determine which of those countries is most hospitable and supportive of entrepreneurship and private business ownership. After identifying which of the three is most ideal for entrepreneurship, the team will create promotional pieces of its choice (e.g., television commercial, series of advertisements, podcast, etc.) to persuade would-be entrepreneurs to start their businesses in that particular country.The attached project document (found in the Resource Library) includes step-by-step instructions, templates, briefings, resources, and rubrics to help guide the project. Driving Question: Which countries are most supportive of entrepreneurship and personal business ownership? Timeframe: 2 weeks