Canadian and Japanese imports & exports: learning about globalization and global trade.
Theme:
Global Interdependence – globalization, imports, exports, balance of trade, culture and society.
Summary:
Students will learn the concepts of globalization, global interdependence and economic
trade through the study of imports and exports with a local Nova Scotia export product, and a
Japanese export product as the focus. The unit will introduce the concepts of globalization,
imports, exports, balance of trade, etc… to teach about global trade and global interdependence.
Japan and Canada share an almost equal trade balance, and Canada’s main import from
Japan continues to be automobiles and automotive parts. Although seafood is not in the top ten
imports to Japan from Canada, it is a top trade good from Nova Scotia to Japan, and therefore
will be used as a local example students can relate to.
The lesson plans will look at the development of import and export industries and
economic concepts involved in trade. One area of the lesson plans will focus primarily on
economic concepts and terminology, while another area will delve into first hand examples of
global trade and interdependence, as products are shipped around the globe.
Nova Scotia Provincial Curriculum correlations:
•
Global History 12: Interdependence
•
Atlantic Canada in the Global Community – Grade 9 Social Studies
Themes: Physical setting, culture, economics, technology and interdependence
•
Global Geography 12: Location, human /environment interaction
•
Sociology 12: Globalization, societal and technological change
•
Economics: Trade, globalization, imports, exports
Submitted by:
Coralie Cameron, Dalbrae Academy
Box 220, Mabou, Nova Scotia, B0E 1X0 Canada
Lesson 1: Introduction to globalization and global trade: connections and concepts in our
daily life.
Learning outcomes:
Students will be expected to:

Understand the role of interdependence in the second half of the 20th Century.

Analyze local, regional and global economic patterns and related issues that are challenging
Atlantic Canadians.

Identify and demonstrate an understanding of trade and other economic linkages among
Atlantic Canada and the national and global communities.
Introductory activities:
We will begin with two whole - class activities, approximately 20 – 25 minutes each.
The first is a reading that describes a typical but fictional day in the life of a student at Dalbrae
Academy. Students will be asked to discuss the social and technological changes that have
occurred in their communities over the past 5- 50 years and beyond. We will discuss how
technology has changed our social relationships and lead into a discussion of where our products,
and influences, come from.
The second introductory activity is an article discussing tuna fishing off the coast of Cape Breton
Island, Nova Scotia, and discusses the quota system, changes in the market and regulations and
standards. The article also introduces the fact that most of the tuna fished in this region is sold
directly to Japan. Some students will be familiar with this and some will not, so it is my hope
that this article will spur some interest and discussion.
Activity 1: “Donald’s Day at Dalbrae.”
“Donald’s day at Dalbrae”
Donald wakes up at 7 a.m. in Brookvillage and gets ready for school by taking a shower and
eating his breakfast- bacon, toast, tea and a banana. Donald lives with his grandparents while
his father works out West and his grandmother has his lunch packed and ready to go, along with
some money for some chocolate milk from the cafeteria.
Donald’s friend Frankie picks him up on his way to school in his Dad’s Toyota truck, and they
make a stop at the Credit Union bank machine to get some cash for the movie “Avatar” being
shown in the school theatre that night. They listen to Rhianna’s new song on their iPod and they
talk about how they wish they could be in Eminem’s place in the music video, as they cruise past
the Red Shoe Pub on Main Street in Mabou.
Walking into school Donald feels quite pleased with the essay he has written on Canada’s new
terrorism laws, for Ms. Crawford’s Law 12 class. He was able to e-mail his essay to his brother
at St. F.X. University to proofread and send back to him- because of this he thinks that he is sure
to get an A+. Donald stays after school to practice with the “Celtic Crew”, a young band of
traditional performers, in which he plays the bagpipes. He almost forgot to bring his bagpipes,
but luckily Frankie had Facebooked him in the morning to remind him to take them to school.
Donald has had a busy week between school, practice, and helping his grandfather put in wood
for the winter months, but he’s glad it’s Friday and tomorrow he can finally sleep in.
We will analyze the above reading to open up a discussion of societal and technological changes
that have occurred in our region in the past 5 to 50 years. I will ask some guided questions to
bring out the students’ knowledge and to start a discussion and brainstorm on the topic of
globalization. Questions may include: 1) List all of the technological changes that have occurred
in the past 5 to 50 years, based on this fictional story. 2) What social changes have occurred that
make Donald’s life different from that of his grandparents? 3) What parts of Donald’s daily life
are unique to this region of the world? What parts of Donald’s life are similar to teenagers
around the world? 4) Where might some of the products from Donald’s day have come from
around the world?5) What current and historic events in Canada and/ or around the world have
shaped Donald’s life or the life of his family and community? Example: Immigration,
technological change, global economic shifts, etc…
Activity 2: Tuna trade from Cape Breton Island to Tokyo and Osaka.
As a class, we will read the following article aloud and brainstorm a list of questions, concepts
and ideas about global trade, based on some of the issues from the article:
Hayes, Chris. (September 28, 2010). “Tuna Fisherman catches the big one – twice.” In The
Cape Breton Post Online. Retrieved on October 20, 2010 from
http://www.capebretonpost.com/News/Local/2010-09-28/article-1804569/Tunafisherman-lands-the-big-one-%26mdash%3B-twice/1
After the two introductory readings, discussion and activities, we will do a class chart with the
headings – K W L –
The K- W- L Chart will be filled with comments from the students, under the KWL heading
which represents: What we Know, What we Want to know, and What we’ve Learned.
The chart will be added to and ongoing as we continue with the rest of the lessons in the unit.
Lesson 2: What is globalization?
Activity:
Students will use a variety of articles to respond to the following questions about globalization.
Each group will have access to a different resource and will then share their findings and
definitions with the class, leading to a class discussion and a summary of key terms.
Assignment:
Using the article, website, and/or texts provided, research and respond to the following questions
and be prepared to explain your findings with the class:
Discussion questions:
1. What is globalization? Define and explain.
2. What factors or changes have promoted or driven the process referred to as globalization?
3. Give a few examples of economic, social, technological and/ or environmental changes that
have been attributed to globalization?
The resource you will use to answer the discussion questions:
Group 1: Website:
National Geographic EarthPulse: Globalization.
http://www.nationalgeographic.com/earthpulse/globalization.html
Group 2: Website:
BBC News In Depth: Globalization.
http://news.bbc.co.uk/2/shared/spl/hi/guides/457000/457022/html/
Group 3: Text:
Burtenshaw, David. (2006). “Contemporary Case Studies: Economy &
Development.” Oxfordshire, UK: Hodder Education Group.
Group 4: Encyclopedia.
Lesson 3: Situating ourselves in the global economy.
Students will be organized into small groups to begin our introduction and comparison of Canada
and Japan. Students will complete a comparison of statistics of the regions in order to facilitate
further discussion about the economies of Canada and Japan. A specific emphasis and
comparison of Nova Scotia will also be used as a local example.
Students will be given statistical data, and/or websites and texts to use to compare the regions
using statistical data. The following topics will be compared and included on a classroom
graph:

Land area

Population and population density

Languages spoken

Median age

Education, climate, and culture

GDP

Exports – value of, and top 5 industries/ categories

Imports – value of, and top 5 industries/ categories
Using the above list as a guide, students will work collaboratively to compare and contrast the
following regions and share their findings with the class on a classroom graph.
Group 1: Compare Canada and Japan
Group 2: Compare Nova Scotia and Japan
Group 3: Compare Nova Scotia and the rest of Canada
Reporting and discussion:
After researching, analyzing and recording the data, students will be required to share their
findings with the class. They are to report on the following:
 Share the data and record it on the classroom chart/ graph for viewing throughout the
following lessons.
 Explain and present two of the most interesting aspects of the data with the class; this can be
data that surprised or stood out for them, or data that was not included on the list but that they
feel is important to share with the class.
 Individually students will be expected to write down 2 questions or facts they wish to find
out more about, based on their research and analysis with the statistics.
Attached with this lesson:
Student Handout
List of Statistical Resources for students to access
Lesson 3 HANDOUT: Country comparison – situating ourselves in the global economy.
Your task:
Working in small groups, you are to use statistical data, (websites and texts) to compare the
country of Japan with Canada, or Japan with the province of Nova Scotia.
Using the resources listed on the other side of the page, research and record the following data.
Share the information you find on the classroom graph and be prepared to discuss and compare
the data:

Land area

Population and population density

Languages spoken

Median age

Education, climate, and culture

GDP

Exports – value of, and top 5 industries/ categories

Imports – value of, and top 5 industries/ categories
Group 1: Compare Canada and Japan
Group 2: Compare Nova Scotia and Japan
Group 3: Compare Nova Scotia and the rest of Canada
Reporting and discussion:
After researching, analyzing and recording the data, you will be required to share your group’s
findings with the class.

Share the data and record it on the classroom chart/ graph for viewing throughout the
following lessons.

Explain and present two of the most interesting aspects of the data with the class; this can be
data that surprised or stood out for you, or data that was not included on the list above, but
that you feel is important to share with the class.

Individually you will be expected to write down 2 questions or facts you wish to find out
more about, based on your research and analysis with the statistics.
Lesson 3 Handout (continued)
Recommended resources:
CIA Factbook. (2009). The World Factbook. Retreived on October 21, 2010 from
https://www.cia.gov/library/publications/the-world-factbook/
Keizai Koho Center. (2009). Japan 2010: An International Comparison.
Tokyo, Japan: Keizai Koho Center.
Nova Scotia Government. (2010). Nova Scotia Community Counts. Retrieved on October 20,
2010 from http://www.gov.ns.ca/finance/communitycounts/
Statistics Canada. (2010). Statistics Canada: Canada’s national statistical agency. Retrieved on
October 20, 2010 from http://www.statcan.gc.ca/start-debut-eng.html
Trade Team Nova Scotia. (2007). Nova Scotia Factbook. Retrieved on October 21, 2010 from
http://ttns.gov.ns.ca/en/home/doingbusiness/gettingtoknowus/novascotiafactbook/default.
aspx
Lesson 4: Global trade- moving goods around the world.
Time:
60 - 80 minutes
Resources:
Student Handout for each student
Classroom projector (connected to the Internet) for introductory activity
Computer access (computer lab)
Activity:

Students will examine the BBC News site “Track the Route of the Box” to get a first hand
look at global trade by following the route of a shipping container.

The website and activity will be introduced using the website and the background article:
“The Box takes off on global journey”. ( http://news.bbc.co.uk/2/hi/business/7600180.stm )

Students will then use the school computer lab to complete the student handout. Using the
guided questions, students will examine the route and movement of a container as it travelled
around the globe for a year carrying products bought and sold around the globe.

Students will use the interactive map, video clips and articles on the site to gain an
understanding of how products get moved around the world as part of the process of global
trade.
Lesson 4 HANDOUT: Global Trade; tracking products being traded around the globe.
BBC News: Track the Route of the Box.
http://news.bbc.co.uk/2/hi/in_depth/business/2008/the_box/default.stm
1. The BBC Box originally left Great Britain carrying what product? ______________________
a. This product was unloaded for sale in what nation? ____________________________
b. What will the Box now carry to the next destination? ___________________________
2. Watch the video clip titled: “The Box Unloads in Shanghai”.
a. According to the reporter, what process must the product go through before it is
sold to customers? ________________________________________________________
________________________________________________________________________
3. Name four other nations (destination port cities) the Box has travelled through, and four other
products transported around the globe via the BBC Box.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
4. Watch the video clip titled: “From Brazil to Japan and back again”.
a. What did the BBC Box carry to Japan? _____________________________________
b. According to the reporter, why are food imports important to Japan? ______________
________________________________________________________________________
5. What cities in Canada are major port cities? _______________________________________
_____________________________________________________________________________
6. Use the following link to access the Port of Halifax Route Map:
http://www.portofhalifax.ca/english/cargo/route-maps/index.html
a. Type in “Tokyo” for the route location you wish to track.
b. According to this website, what is the route that a container would make if it were to
travel from Halifax to Tokyo? _______________________________________________
________________________________________________________________________
________________________________________________________________________
* When finished answering the questions, please continue to explore the interactive map and
video clips about the BBC Box. Post a question for discussion on the classroom K – W – L
chart.
Lesson 5: Trade concepts.
Activity:
This lesson will formally introduce the economic terminology needed to continue with future
lessons on this topic. Through a video clip and Power Point presentation, students will take
notes and discuss the following concepts and terminology: Imports, exports, balance of trade,
gross domestic product, gross national product, tariffs and trade barriers, free trade, resources,
economic development, opportunity cost, and comparative advantage.
We will also discuss the history of trade, and the various forms trade has taken over the
centuries. We will discuss what aspects of globalization have changed the way trade occurs
now.
Lesson 6: The local and the global - local connections to imports and exports: Seminar.
Students will be asked to research and present on a topic that interests them from the lessons we
have completed over the past week. Students can create a topic to research and present, or they
can choose from one of the ideas below.
Students are encouraged to continue to explore the connection between Canada and Japan.
Topics to choose from:

Food imports – comparing food production and importing of food products into Japan;
trends, changes, and challenges in the food industry.

Food imports – comparing food production and importing food products into Nova
Scotia; trends, changes and challenges in the food industry.

Marketing blueberries to Japan – how Nova Scotia blueberry producers hope to increase
exports to Japan.

The importance of seafood to the culture and cuisine of Japan- connections to Canada’s
fishing industry.

“A Day in the Life” – Investigate and describe a typical day of a teenager in Japan, based
on facts and research, but written in a similar style to “Donald’s Day at Dalbrae.”

Car manufacturing in Japan – from Hiroshima to Halifax – Mazda profile.

From the sea to the plate- following a tuna from Cape Breton to Tokyo.

From Japan to Canada – investigate the movement of a product the same way that it was
tracked in the “BBC Box” activity.

Technological innovation for sustainability – the global push to reduce human impact on
the planet; company or product profile.

Profile of a Multinational Corporation. (Choose from: Toyota, Panasonic,

Future issues and trends in global trade – changes in regulations, technology,
environment, society – predictions.
Students will research and create a PowerPoint about a topic of their choice, or a topic from the
list above. We will group the topics and present the results over 2 -3 classes.
As students finish presenting, they will conclude the ‘K-W-L’ activity by adding to the “What
we Want to Know” and “What we’ve Learned” categories.