Unit Title __Introduction to Globalization
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Teacher: Richard Nohel_____Mike Ramlet______________________________________________
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Grade/Subject: 12 Economics
Standard 5: Gain From Trade
Standard 6: Specialization and Trade
2. Enduring Understanding(s): Students will understand…
that globalization reflects gain and specialization in a interdependent and
worldwide relationship where economic agents in any given part of the
world are affected by events elsewhere in the world and that voluntary
exchange occurs only when all participating parties expect to gain. This
is true for trade among individuals or organizations within a nation, and
among individuals or organizations in different nations.
3. Essential Question(s):
4. Summative Assessment:
1. Why is globalization so controversial?
1. Students will debate the pros and cons of globalization using the
Three Card Debate strategy.
2. Participate in a trading simulation where students represent different
countries with specific goods to sell and specific goods they want to buy;
conclude that a nation pays for its imports with its exports, or by
borrowing.
3. Analyze the political and economic implications of a proposed ban on
imported televisions.
4. Name three things, such as bananas, coffee and Eucalyptus oil, that
cold be produced in the continental United States, although production
would be very costly, and explain in terms of opportunity costs why the
United States is probably better off importing such goods.
5. Apply the concepts of opportunity cost and comparative advantage to
the following problem: The Netherlands can produce in one day either
four drill presses or eight embroidered tablecloths. Using the same
amount of resources, Portugal can produce either two drill presses or
seven embroidered tablecloths. Which country should specialize in drill
presses and import tablecloths, and why? Which country should
specialize in table cloths and import drill presses, and why?
6. Explain why the United States no longer has a comparative advantage
in the production of shoes.
1. Standards and Benchmarks:
2. Why do people trade domestically and internationally?
3. How has the controversial nature of globalization influenced decision
making within the U. S. economy?
5. Formative Instruction and Formative Assessments:
6. Differentiation:
NCEE Focus on Globalization Lesson One Globalization Issues(2 class
periods)
-overview of major issues that have been raised in the debate over
globalization
-students role play protestors at WTO meeting
-students collect and organize arguments on both sides of the global
debate and create protest signs
NCEE Focus on Globalization Lesson Two Trade(2 class periods)
-students participate in a trading game and discuss why people trade
-students apply comparative advantage to hypothetical situations
involving individuals and countries
-students learn why both parties in voluntary trades benefit from
specializing in the production of a certain good
NCEE Focus on Globalization Lesson Three Comparative Advantage(2
class periods)
-students examine U.S./China trade data to determine comparative
advantages for both nations
-students identify the sources of comparative advantage for several
“mystery nations” and then predict the identity of those nations
-students complete a personal skills inventory to help identify potential
sources of their own comparative advantages, and investigate which of
several jobs would require that kind of comparative advantage
NCEE Focus on Globalization Lesson 4 Globalization and the U.S.
Economy(2 class periods)
-students analyze data to determine the share of international trade for the
U.S. economy since the late 1800s
-students analyze data to determine how the types of goods traded today
are different from those traded in the late 1800s
-students explain how increased globalization has made countries more
integrated and interdependent
Assign students to make a collage that can be used as a bulletin board
display. Assign each student to make an individual poster, or ask students
to bring in copies of both consumer items and raw materials, and create a
large cooperative collage. Collages could be divided into sections,
imports and exports On the import side, students can affix pictures of
goods imported by the U.S. On the export side, students can display
goods exported by the U.S.
Assign students to each research a capitalist or socialist thinker, and write
down the person’s name, dates, birthplace, education, economic vision
(capitalist or socialist), and significant works, theories, and ideas. Post
their summaries in chronological order. Give students time to view the
resulting time line and jot notes about any trends or relationships that
strike them. As a class, discuss what students found in their research and
in their viewing of the time line.
7. Academic Language
(vocabulary):
Economic Institutions
Barriers to Trade
Voluntary Trade
Factor Endowments
Gains from Trade
Absolute Advantage
Opportunity Cost
Production Possibilities Table
Comparative Advantage
Productive Resources
Specialization
Exports
Imports
Human Capital
8. Concepts:
9. Skills:
10. Resources:
Economic Institutions
Barriers to Trade
Voluntary Trade
Factor Endowments
Gains from Trade
Absolute Advantage
Opportunity Cost
Production Possibilities Table
Comparative Advantage
Productive Resources
Specialization
Exports
Imports
Human Capital
-evaluate competing argumentative
positions
-develop an arguable position
-construct and interpret a
production possibilities table
-data analysis
-assess personal skills and potential
resources
1. Arnold, Roger A. Economics:
New Ways of Thinking. St. Paul:
EMC Publishing 2007
2. National Council on Economic
Education. “Economics America”
2006 ; 12/20/2006
www.ncee.net/ea/standards/
3. Watts, Michael et. Al. Focus
Globalization. New York:
National Council on Economic
Education 2006
.
Unit Plan
Richard Nohel, Michael Ramlet
Course: Economics
Grade:11/12
Title of Unit: Globalization
Length of Time for Unit:
2 weeks
Standards addressed in this unit (be brief):
Standard 5: Gain From Trade
Standard 6: Specialization and Trade
Enduring Understanding(s):
Students will understand…
that globalization reflects gain and specialization in a interdependent and worldwide relationship where economic agents in any given part of the
world are affected by events elsewhere in the world and that voluntary exchange occurs only when all participating parties expect to gain. This is true
for trade among individuals or organizations within a nation, and among individuals or organizations in different nations.
Essential Question(s):
How has the controversial nature of globalization influenced decision making within the U. S. economy?
Unit Summative Assessment:
Assign students to make a collage that can be used as a bulletin board display. Assign each student to make an individual poster, or ask students to
bring in copies of both consumer items and raw materials, and create a large cooperative collage. Collages could be divided into sections, imports
and exports On the import side, students can affix pictures of goods imported by the U.S. On the export side, students can display goods exported by
the U.S.
Unit Summative Assessment 2:
Students write a 3-4 page typed research essay in which they use source readings provided from various authors on both sides of the globalization
controversy. They must review the arguments on both sides, define globalization as they understand it, create a thesis about globalization’s future
significance, and discuss its scope and impact on the U.S. economy.
The Learning Chunks that Will Prepare Students for the Summative Assessment:
Chunk
NCEE Focus on Globalization Lesson One Globalization Issues (2 class
periods)
-overview of major issues that have been raised in the debate over
globalization
-students role play protestors at WTO meeting
-students collect and organize arguments on both sides of the global debate
and create protest signs
Method
1. Students will debate the pros and
cons of globalization using the Three
Card Debate strategy.
NCEE Focus on Globalization Lesson Two Trade (2 class periods)
-students participate in a trading game and discuss why people trade
-students apply comparative advantage to hypothetical situations involving
individuals and countries
-students learn why both parties in voluntary trades benefit from
specializing in the production of a certain good
NCEE Focus on Globalization Lesson Three Comparative Advantage (2
class periods)
-students examine U.S./China trade data to determine comparative
advantages for both nations
-students identify the sources of comparative advantage for several
“mystery nations” and then predict the identity of those nations
-students complete a personal skills inventory to help identify potential
sources of their own comparative advantages, and investigate which of
several jobs would require that kind of comparative advantage
2. Analyze the political and
economic implications of a proposed
ban on imported televisions.
3. Name three things, such as
bananas, coffee and Eucalyptus oil,
that cold be produced in the
continental United States, although
production would be very costly, and
explain in terms of opportunity costs
why the United States is probably
better off importing such goods.
4. Apply the concepts of opportunity
cost and comparative advantage to a
problem in which two countries that
trade with each other must decide
what to produce, and why it is in
their best interest to produce.
NCEE Focus on Globalization Lesson 4 Globalization and the U.S.
Economy(2 class periods)
-students analyze data to determine the share of international trade for the
U.S. economy since the late 1800s
-students analyze data to determine how the types of goods traded today are
different from those traded in the late 1800s
-students explain how increased globalization has made countries more
5. Explain why the United States no
longer has a comparative advantage
in the production of shoes.
6. Participate in a trading simulation
where students represent different
countries with specific goods to sell
Days
integrated and interdependent
Summative Assessment Lesson
and specific goods they want to buy;
conclude that a nation pays for its
imports with its exports, or by
borrowing.