1.  Students should report to their first period to take attendance  Immediately following taking attendance send the students to their appropriate room assignment  Students should be in there room assignments by 7:35  Students must have their International Towne Packet, paper, pen or pencil Instructions for the day

2. Law: Australia, Brazil, Canada, China Van der Wal/Jizba: Egypt, Germany, Ghana, India Guratosky/Coltrin: Israel, Italy, Japan, the Netherlands Leifheit: Panama, Russia, Singapore, United Kingdom Room Assignments

3. 7:30-8:16 Slides 4-22 Activity 1

4.  Presidents and Finance Ministers will be grading each of the workers for their assigned country!  Workers will be grading each of the presidents/finance ministers of their assigned country  Teachers will be grading everyone!  At any point, the teacher can override any grades that are given! Before we begin today…

5.  How do you think one should act when visiting a foreign country? Warm Up

6. Greetings and Gestures Game

7.  I am aware of other cultures and their behaviors.  Success Criteria:  Learn about how different cultures and regions of the world interact with one another.  Work as a team  Be active  Be introduced to the Greetings and Thank You of the 16 International Towne countries Learning Target

8.  Have four sets of cards with names of different regions and countries.  Make sure there are cards with different greetings and gestures.  Split the group into four equal teams.  Have a whiteboard or flipchart ready.  Students will need their workbooks to reference the International Towne Greetings and Thank You Teacher Preparation

9.  The Greetings and Gestures lesson is an opportunity for you to learn about different cultures and regions of the world. It also gives you a chance to work as a team and to learn actively.  To begin, the teacher will act out different greetings and gestures from around the world. With your group, you will attempt to identify which country the greeting or gesture is from. Overview

10. Greeting and Gestures Game

11.  You will be divided into 4 groups  Each team will get a set of cards with the names of regions and countries.  I will stand at the front reading off and acting out different greetings and gestures from one of the two sets of cards.  We will start with the smaller cards first for Level I and move to the larger cards to increase difficulty for Level II.  After a couple seconds, your group should raise your hand if you know the name of the country or region from which the greeting or gesture originates.  If they are correct they get a point.  For Level II, they can get an additional point for stating what the gesture means.  Teacher should keep track on the board on selected a student to keep score. Act It Out Task

12. We will play for 10 minutes. The team with the most points wins!

13. Greetings and Thank you Using the Greetings and Thank You table in your student notebooks on page 34, practice pronouncing how to greet people as they travel around the world. Make sure you are recording the Greetings and Thank You in the appropriate locations in their passports

14. Customs Reviewing different countries customs…

15.  Whistling is a signal of disapproval.  Men enter a restaurant before women, unless they are elderly or have higher status. According to the custom, the man is inspecting the restaurant to see if it is proper for a woman to enter.  Chewing gum while talking to another person is considered extremely impolite.  When people arrive at a large dinner table, it is awkward to reach across and shake hands, so they will simply wrap their knuckles slightly on the table as a form of greeting to the others. The same gesture may apply when leaving the table ahead of the other guests. Europe

16.  The left hand is not used for eating. The left hand has been traditionally understood to be used for bodily hygiene.  It is quite acceptable to eat with the fingers from a common plate of food, but only with the right hand.  It is considered impolite for a child to look into the eyes of an adult; avoiding the eyes shows respect and deference to authority.  Clapping the hands shows a signal of thanks and politeness. Africa

17.  In Australia, winking at women is improper. Even if you are friends, it is considered rude.  Like the British, they give respect for queues (lines of people). Never barge or jump into a line; always go politely to the end and wait your turn. Australia

18.  The right hand is considered in many countries the dynamic hand. In many Asian countries, it is best to present business cards or gifts, or pass dishes of food with the right hand.  To beckon a waiter to refill your tea, turn your empty cup upside down in its saucer. If the teapot is empty, turn its lid upside down.  The Chinese do not smile when being introduced. This comes from Chinese cultural norms of keeping feelings inside rather than displaying them openly.  The circle of personal space is generally much smaller in China than in Western countries, including the United States. When conversing, and especially after some familiarity is established, a Chinese person will stand much closer to their colleagues than Westerners. If a Westerner moves away, your Chinese counterpart may close the gap, resulting in a type of dance!  The Chinese are enthusiastic applauders. Greetings often include clapping, even by small children. When they applaud a person in this fashion, it is the custom for that person to return the applause.  Silence is often viewed as a sign of virtue in China. It is a sign of politeness and contemplation. Meals and business conversations may include long periods of silence.  The Chinese consider it rude to interrupt someone when they are talking. Often, when one finishes speaking, there is a period of silence before the next person speaks. This ―interval ‖ of silence is a common dynamic in speaking and conversation and often feels ―funny ‖ and uncomfortable to Westerners, who tend to speak immediately when someone finishes speaking and interruptions that ―string ‖ thoughts along in conversation. China

19.  The head is considered a sacred part of the body. It is considered impolite to pat children on the head or touch an older person’s head.  The feet and soles of the shoes are considered the lowest and dirtiest part of the body. It is rude to touch anyone or point at anyone with your shoes or their soles. India

20.  Showing the sole of your shoes is a gesture that conveys disrespect in many parts of Asia. In Japan, it is the custom to remove one’s shoes before entering private homes, restaurants, inns and teahouses.  Any display of the open mouth is considered very rude in Japan. Many Asians, especially women, cover their mouths when they smile, laugh, or giggle.  In Japan it is considered impolite to gesture with broad movement of the arms.  When pointing at someone or something, the Japanese use the entire hand to point rather than the index finger, which is common in the United States.  Closed eyes do not necessarily show boredom or sleep. In a business setting, such as a meeting, a Japanese businessman may have his eyes closed while listening and contemplating the talking points being presented by the speaker.  In Japan, it is considered rude to stare. Prolonged direct eye contact is considered impolite and even intimidating.  Blowing your nose in public considered rude. Japan

21.  In South America, a hug often accompanies handshakes called the abrazo that means, ―embrace. ‖ Most North Americans, Northern Europeans, and Asians find such touching or hugging very uncomfortable, even after some familiarity with business or professional associates.  Tapping the head with the forefinger can have a variety of meanings. It can mean ―I’m thinking. ‖ If the tapping is done near the temple, it can mean ―That’s very intelligent. ‖ If this same gesture is done in North America, it can either mean, ―that person is very intelligent, ‖ or ―that person is crazy. ‖  Yawning in public is rude.  In public and professional settings, men do not typically stand with their hands in their pockets, as it tends to convey laziness, boredom or that one is not engaged in conversation with their counterparts. South America

22.  Discussion as a class…  Is it important to know the customs of places you are travelling to? Explain  What one gesture means the same thing in every country? Processing

24. 8:20-9:01 Slides 23-31 Activity 2

25. Moving on to Business Norms Reviewing countries business norms

26. Warm Up  What did you take away from the previous activity?  That gestures and actions vary widely by country.  The same is true for business norms from around the globe.

27. Business Norms

28. Overview  You will learn that countries have different ways of conducting business.  If a person or company wishes to be successful doing business with different cultures, they must be able to adapt to the acceptable ways business is conducted.

29.  Learning Target:  I understand that in order to be successful in business, I must demonstrate appropriate business norms.  Success Criteria:  Demonstrate the ―do’s and ―don’ts of business norms from around the world  Understand the impact that proper business norms have on conducting successful business transactions  Practice the art of negotiation and learn the do’s and ―don’ts of business negotiations

30. Business Norms Posters  Students will be split into their country groups  Law: Australia, Brazil, Canada, China  Van der Wal/Jizba: Egypt, Germany, Ghana, India  Guratosky/Coltrin: Israel, Italy, Japan, the Netherlands  Leifheit: Panama, Russia, Singapore, United Kingdom  Teach should give each group the copy of Business Norms for their specific country.  Read through your country’s business norms.  Create a poster visually (pictures and very few words) representing your country’s Business Norms. Be as descriptive as possible!  You will get 10 minutes to do this.

31. Business Norms Posters  Students will be split into their country groups  Law: Australia, Brazil, Canada, China  Van der Wal/Jizba: Egypt, Germany, Ghana, India  Guratosky/Coltrin: Israel, Italy, Japan, the Netherlands  Leifheit: Panama, Russia, Singapore, United Kingdom  Teach should give each group the copy of Business Norms for their specific country.  Read through your country’s business norms.  Create a poster visually (pictures and very few words) representing your country’s Business Norms. Be as descriptive as possible!  You will get 10 minutes to do this.

32. Business Norms Gallery Walk  After 10 minutes, each group should hang up their poster on a different wall in the room.  Students should then partake in a silent gallery walk. Taking notes on what they see on the posters.  Students should be walking around learning about different business norms around the world.  After completing the Gallery Walk students are to return to their seats to answer questions about what they noticed on their Gallery Walk

33. Processing  What was the most unique business norm you saw in your gallery walk.  What similarities did you notice to your own country?  What differences did you notice to your own country?  How could business norms impact trade?

34. Summary  The best negotiators and business people can recognize the subtle differences in people’s body language, appearance and customs.  It is important to approach people from different cultures with open minds and understand the as the world becomes more interconnected and interdependent, it becomes flatter.  Interactions with other cultures are becoming more and more frequent.

35. Where To Go after Explanatories: After explanatories, please report to the following rooms for position training  Law: Presidents, Chief Justice, and Financial Ministers  van der Wal/Jizba: Customs Agents  Guratosky/Coltrin: Sales, Service, and Quality Control Training (Australian Artisan, Brazilian Game Attendant, Chinese Manufacturer, Egyptian Passport Agent, Italian Artisan and Museum Guide, Ghanaian Artisan, Panamanian Forwarder, Israeli Jeweler, Canadian Sales, Russian Food Preparer, Netherlands International Judge, Netherlands International Peace Keeping Captain of the Guard)  Leifheit: Currency Exchange (Singaporean Currency Exchange Specialist, Singaporean EFT Clerk, Singaporean S.W.I.F.T. Clerk, Regional CES) and Media (German Disc Jockey/Ad Agent, UK Newspaper Typist/Ad Agent, UK Newspaper Reporter, Japanese TV Photojournalist, Japanese TV Reporter/Ad Agent, India Documentary Cinematographer)

36. If time permits unhide the remaining slides..

37. Moving on to Preparing of the Passport The importance of your passport

38.  After picking up your passport from the counter, please take out your workbook and think about the following question…  What is the purpose of a passport?  A passport is a travel document, usually issued by a country's government, that certifies the identity and nationality of its holder for the purpose of international travel Warm Up

39. Preparing of the Passport

40.  I will be able to use my passport effectively.  Success Criteria:  Complete all parts of the passports Learning Target

41.  Please fill out the following information in your neatest handwriting…  Name  Date of Birth  Place of Birth  Height  Weight  Hair Color  Eye Color  International Towne Citizenship  Signature  DO NOT DO ANYTHING WITH THE PHOTO BOX! Personal Information

42.  Located around the room is information about each country of the 16 countries participating in International Towne  You will get 30 minutes to gather information about each country for your passport.  This time is to be silent.  Remember… this passport is vital for you to travel from country to country and will count as a grade! Gallery Walk

43.  Make sure to label the countries that will be partaking in International Towne.  There is a map on the last page of your passport! Map