DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 7 PLAN FOR CIVICS AND ECONOMICS
Unit Overview:
Instructional Time: 1 week (5 days) on block, 2 weeks (10 days) on traditional – including evaluations
Quarter
One
Two
Three
Four
Grade Level: 12th Grade
Unit Theme:
Revised Bloom’s Taxonomy: Level I-VI
A Global Exchange: The United States in the World Economy
Unit Summary:
Students will learn the basic principles of why nations engage in trade. They will examine the absolute and comparative advantages of North Carolina and the
United States as contrasted with other economies. Students will identify specific government trading policies and their role in the international political
community. They will analyze examples of trade policies that have bolstered and threatened political connections. Students will also examine the concept of
globalization and interdependence. They will explain examples of interdependence in their local economies and understand what skills they will need to
participate in the global economy.
North Carolina Informational Technology Essential Standards:
 HS. SI. 1.2 Evaluate resources for point of view, bias, values, or intent of information.
 HS. RP.1.1. Design global-awareness project based products individually and collaboratively.
 HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual
interviews with content experts).
Common Core State Standards
CE.E.2
Understand factors of economic interdependence and their impact on nations.
CE.E.2.1
Explain the basic concepts of trade (e.g., including absolute and comparative advantage, exchange rates, balance of trade, gains
from trade, etc.).
CE.E.2.2
Summarize how nations specialize and become interdependent through trade (e.g., trade restrictions and government policy).
CE.E.2.3
Explain the impact of government policies on international trade (e.g., tariffs, quotas, sanctions, subsidies, banking, embargos, etc.).
CE.E.2.4
Analyze the role of NC and the US in the world economy (e.g., furniture industry, tourism, fishing, etc.).
Essential Question(s):
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Why do nations trade?
What factors do governments consider when making trade agreements?
How do government policies impact trade?
What evidence do we see of global interdependence in our daily lives?
How is North Carolina’s role in the national and international economy changing over time?
How does the United States compete in the global economy?
How do laborers, businesses, and consumers compete in the global economy?
Enduring Understanding(s):
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Students should understand how interdependence leads to greater competition and efficiency.
Students should understand the role of comparative advantages in developing economic policy.
Students should understand the relationship between foreign policy and trade
Students should understand the role of other nations on the goods and services in the American economy.
Students should understand the changes in the United States’ specific advantages and limitations in the global economy over time (ex:
transition from manufacturing economy to service economy)
Students should understand the desired outcomes of various trade policies (ex: tariffs, quotas, sanctions, subsidies, banking, embargos)
Students should understand the potential problems caused by global interdependence (ex: outsourcing/ offshoring, automation, free trade
vs. fair trade, changes in culture, 2008 global recession)
Students should understand the importance of 21st century skills in the global marketplace
I Can Statement(s):
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I can identify examples of comparative advantage using data from various nations
I can identify examples of absolute advantages using date from various nations.
I can differentiate between selected national and international trade organizations
I can hypothesize potential outcomes of trading relationships
I can explain why policymakers make trading decisions based on foreign affairs
I can use economic indicators to evaluate the international circular flow system
I can explain the impact of globalization on workers and consumers in North Carolina, the United States, and the world.
I can explain the changes in the North Carolina and American economy over time
Vocabulary:
Comparative advantage
Absolute advantage
Globalization
Interdependence
Exchange rate
Balance of trade
International Monetary
Fund
Developing nations
Developed nations
Federal Trade
Commission
Department of State
NAFTA (North American
Free Trade Agreement)
World Bank
Automation
Multinational
Conglomerates
Specialization
White collar worker
Blue collar worker
Factor market
Product market
United Nations
Tariff
Quota
Sanction
Subsidy
Embargo
Free Trade
Fair Trade
Outsourcing
Offshoring
Circular flow
Gross Domestic Product
Recession
Depression
European Union
United Nations
World Bank
WTO (World Trade
Organization)
Interdisciplinary Connections (Standards would be listed):
This unit connects particularly well to math and the use of statistics. Teachers should use data on GDP and outputs of various nations to
enhance students’ understanding of how and why nations make their trading decisions.
Evidence of Learning (Formative Assessment):
 Comparative/Absolute advantage Map
 Impact of globalization/automation/outsourcing comic strips
 Circular flow diagram
 Comparison chart- International Trade/Aid Organizations
 Political policy/economic policy flow chart
 Current events/ economy in NC article responses
Summative Assessment:
 Multiple Choice Tests
 Essay prompts appropriate to this unit (in line with essential questions
and ‘I Can’ statements)
 Posters demonstrating specific trading policy
 Future of NC economy project
 Compare US and international economy
Unit Implementation:
Week 1: The unit should begin with an introduction of international trade and why nations trade. The International Trade section of Brittanica Kids
Encylcopedia provides a very clear breakdown. If time allows and it is appropriate for students’ ability level they could use the website for an individual
activity. For classes needing more direct instruction or if time does not allow teachers could use the information to present material via notes or stations.
After students understand comparative and absolute advantages they should examine concrete examples of each in North Carolina’s economy using The
Center on Globalization, Governance, and Competiveness and the information provided by Learn NC. Students should specifically look for changes in
industry in North Carolina’s economy over time, why those changes have occurred, and the impacts on workers in the industries. It would also be helpful for
students to predict jobs available to them and skills necessary for them.
Teachers should then present notes on current trends and types of policies in the global economy. Topics should include globalization, global aid, trade
embargoes, trade sanctions, tariffs, free trade, fair trade, trade agreements (ex: European Union, NAFTA, CAFTA), exchange rates, and trade deficits/
surpluses to give students a basic understanding of policies that are available to governments.
Once students understand the specifics of how nations trade they can examine the pros/cons and impacts of those exchanges. The unit should conclude
with students using the National Geographic activity or activities available with SAS In Schools. Depending on time available students could carry out
investigations as individuals or in groups then present their findings to the class.
Given that this is the last unit of the course it would be useful to make connections with political policies, executive agencies, and personal economics when
possible throughout the week.
Suggested Resources:
"International Trade." Brittanica Kids Encyclopedia. Encylcopedia Brittanica, n.d. Web. 06 Nov. 2012. <http://kids.britannica.com/comptons/article9275078/international-trade>. A detailed article that students could explore as web based activity or teachers could use to create notes or stations for
student use.
"North Carolina in the Global Economy." North Carolina in the Global Economy. Center on Globalization, Governance, and Competiveness at Duke
University, 2001. Web. 06 Nov. 2012. <http://www.soc.duke.edu/NC_GlobalEconomy/index.shtml>. Interactive site including information on key
industries in NC, major firms within each industry, and current performance in the global economy.
"3.8 Key Industries: Textiles & Apparel." Key Industries: Textiles & Apparel. Learn NC, n.d. Web. 27 Sept. 2012.
<http://www.learnnc.org/lp/editions/nchist-recent/6259>. Summary of the decline of the textile and apparel industries in NC and the impact on the state’s
economy.
Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-first Century. New York: Farrar, Straus and Giroux, 2005. Print. While the book in
its entirety is too long for use in this class excerpts (particularly those detailing interviews) could be used as a source or article.
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention
Instructional
Activities:
Scaffolding Option 2:
Maintenance
Create a diagram or map showing the trading relationships
between the United States and various nations. (Also available as
an interactive activity on http://sascurriculumpathways.com )
Political Cartoons – Students be instructed to create a
political cartoon that demonstrates their opinion of various
trade policies.
For students expressing difficulty with the vocabulary flash cards
with drawings and/or words may be created.
Generate a list of evidence of globalization and
interdependence. Then construct a graphic organizer
illustrating the nations involved.
Scaffolding Option 3:
Extension
Lead students through an activity in which they make trading
decisions individually or in pairs.
Write newspaper articles on how North Carolina is adapting
to the global economy.
Write an advice column geared to other high school students
on how to market yourself competitively in the global
economy.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
Students may play the international trade game found on the
International Monetary Fund website
http://www.imf.org/external/np/exr/center/students/trade/index.htm
Students may complete the OPEC oil embargo activity on
the SAS curriculum pathways website to learn about the
impact of embargo policies.
Use the National Geographic website to research the pros and
cons of globalization
http://education.nationalgeographic.com/education/activity/thedebate-over-globalization/?ar_a=1
Generate a list of necessary 21st century skills and then
research how to obtain at least 3 of them.
Several activities are available at
http://sascurriculumpathways.com and they are organized
according to our new essential standards for easy browsing.
Of particular relevance to this unit are the activities on the
World Trade Organization, OPEC oil embargo, Trade
restrictions: creating an embargoed countries map, NGOs
and humanitarian relief,