(a) General requirements. This course is recommended
for students in Grades 10-12. Students shall be awarded one-half credit
for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Business Management and Administration Career
Cluster focuses on careers in planning, organizing, directing, and
evaluating business functions essential to efficient and productive
business operations.
(3) Global Business is designed for students to analyze
global trade theories, international monetary systems, trade policies,
politics, and laws relating to global business as well as cultural
issues, logistics, and international human resource management.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills required by business and industry. The student is expected
to:
(A) communicate effectively with others using oral
and written skills;
(B) demonstrate collaboration skills through teamwork;
(C) demonstrate professionalism by conducting oneself
in a manner appropriate for the profession and workplace;
(D) demonstrate a positive, productive work ethic by
performing assigned tasks as directed;
(E) comply with all applicable rules, laws, and regulations;
and
(F) demonstrate time-management skills by prioritizing
tasks, following schedules, and tending to goal-relevant activities
in a way that uses time wisely and optimizes efficiency and results.
(2) The student analyzes the theories of global trade
and investments. The student is expected to:
(A) define global business;
(B) explain the advantages of specialization;
(C) identify the concept of comparative advantage;
and
(D) distinguish between portfolio investment and direct
investment.
(3) The student analyzes the role of the international
monetary system in the economy. The student is expected to:
(A) describe the role of the International Monetary
Fund;
(B) argue for and against floating exchange rates;
(C) argue for and against fixed exchange rates;
(D) explain the impact of the common European currency;
(E) calculate foreign exchange rates; and
(F) research cases dealing with global exchange using
appropriate online technology.
(4) The student identifies the importance of international
financial markets. The student is expected to:
(A) explain how a foreign exchange market functions;
(B) identify the economic factors that influence exchange
rates and explain how these factors work; and
(C) differentiate between alternative strategies of
global banking.
(5) The student examines various levels of economic
integration among foreign countries. The student is expected to:
(A) identify the different levels of economic integration;
(B) explain the various arguments surrounding economic
integration; and
(C) describe the organization of the European community.
(6) The student identifies the importance of different
trade and trade investment policies. The student is expected to:
(A) understand the role of foreign aid in global trade
and investment;
(B) explain the goals of the General Agreement on Tariffs
and Trade and the North American Free Trade Agreement;
(C) identify the major ways in which imports are being
restricted and describe reasons for controlling exports; and
(D) research cases and issues on global trade using
appropriate online technology.
(7) The student analyzes the implications of politics
and laws that control and regulate global business. The student is
expected to:
(A) describe the reasoning behind the regulation of
global business behavior;
(B) analyze the Foreign Corrupt Practices Act; and
(C) discuss the role of international law in the conduct
of global business.
(8) The student researches the business elements of
cultural challenges and diversity. The student is expected to:
(A) explain the role of culture in global business;
(B) identify various elements of culture; and
(C) suggest ways for managers to understand and deal
with cultural diversity.
(9) The student demonstrates the process in implementing
a global operation. The student is expected to:
(A) describe the rise of global linkages in global
business;
(B) describe the position of the United States in global
trade;
(C) list advantages and problem areas for U.S. firms
wanting to enter global business;
(D) research current cases on imports, exports, and
balance of trade using appropriate online technology;
(E) relate effects of copyrights and trademarks and
intellectual property rights on global business;
(F) identify advertising media used in foreign markets
such as newspaper, radio, television, Internet, and magazine;
(G) define fair trade; and
(H) describe benefits of fair trade domestically and
internationally.
(10) The student analyzes the cost effect when using
global logistics for a mode of transportation. The student is expected
to:
(A) define global logistics;
(B) distinguish between materials management and physical
distribution;
(C) list the factors that influence the selection of
particular transportation modes;
(D) describe the usefulness of free trade zones;
(E) research free trade zones locally and statewide
using appropriate online technology; and
(F) relate the effects of geography, time zones, work
days, resources, and natural harbors on global business.
(11) The student identifies different strategies for
exporting in the global market. The student is expected to:
(A) discuss the procedure by which a foreign target
market is selected;
(B) determine the pricing strategy for export items;
(C) identify various data-based analytical techniques
available for estimating market potential; and
(D) evaluate the reasons behind the need to standardize
or to adapt the marketing mix.
(12) The student identifies the functional changes
in process with global human resource management. The student is expected
to:
(A) explain the objectives of human resource management
in a global firm;
(B) describe how the human resources function changes
as a firm goes global;
(C) identify sources of recruitment for staffing positions
abroad; and
(D) describe differences and similarities of training
employees in different countries.
(13) The student analyzes employability skills to obtain
successful employment with a company. The student is expected to:
(A) assess personal global marketability;
(B) identify appropriate employment opportunities abroad;
(C) evaluate global employment options such as salaries,
benefits, and prerequisites; and
(D) generate an orientation manual for people preparing
to live and work in a foreign country.
(14) The student knows how to use self-development
techniques and interpersonal skills to accomplish human resources
objectives. The student is expected to:
(A) identify and practice effective interpersonal and
team-building skills involving situations with coworkers, supervisors,
and subordinates; and
(B) participate in leadership and career development
activities.
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