The purpose of this lesson is to show the importance of research and understanding the physical and cultural geography, political and social issues and be able to interpret statistics about a country in order to implement international trade. It will also show them the importance and complexity of international trade issues with emphasis on the United States market economy.
This lesson supports the California Content Standards for Modern World History and Economics and the Grades 9-12 California Framework emphasis on Analysis Skills and Participation Skills. It further supports the use of technology to supplement the text and enrich the teaching of history and the social sciences. If this is the culminating unit for your 12th Grade Economics Semester, it may be used as a performance based assessment tool to judge your students' progress in research and critical thinking skills.
The students will:
1.learn to research about other countries, interpret data, and apply it to modifying a product.
2.learn about world trade and adapting marketing strategies to another culture and economy
3.learn basic economic terms
4.learn about supply and demand.
10.10 Students analyze instances of nation-building in the contemporary world in two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, or China, in terms of:
1. challenges in the region, including its geopolitical, cultural, military, and economic significance and the international relationships in which it is involved
2. the recent history of the region, including the political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns
4. the important trends in the region today and whether they appear to serve the cause of individual freedom and democracy.
Grade 12 Standards
12.12 Students analyze the elements of the United States market economy in a global setting, in terms of:
1. the relationship of the concept of incentives to the law of supply and demand and the relationship of the concept off incentives and substitutes to the law of demand
5. the process by which competition among buyers and sellers determines a market clearing price
6. The effect of price controls on buyers and sellers
7. the role of domestic and international competition in a market economy in terms of goods and services produced, and the quality, quantity, and price of those products
8. the role of profit as the incentive to the entrepreneurs in a market economy
10.the economic principles that guide the location of agricultural production and industry and the spatial distribution of transportation and retailing facilities.
Grades 9-12 Historical and Social Sciences Analysis Skills
In addition to the standards for grades 9-12, students demonstrate the following intellectual, reasoning, reflection, and research skills:
Chronological and Spatial Thinking
Historical Research, Evidence and Point of View
1. students show the connections, causal and otherwise, between particular historical events and larger social, economic and political trends and developments
5. students analyze human modifications of a landscapes, and examine the resulting environmental policy issues
6. students conduct benefit/cost analyses and apply basic economic indicators to analyze [economic issues] School to Career Standards
Length of Lesson
One week to research level one and at least two additional class periods for the presentations. It will require an additional week for level two. More time should be set aside for economics classes to cover traditional class material on your market economy and world trade lessons.
Interdisciplinary Connections: Students may want to read a short story from the country that they are studying to better understand the culture.
Resources or materials needed:
Teachers will need access to computers as well as books, pamphlets, and travel guides. Economics teachers will need the text book as well as supplemental materials on trade issues, current events, and other handouts as needed to address the needs of your student body. Students may also need markers, paper and other art materials to prepare the brochure.
Background information that might be helpful
1. Divide the class up into teams of at least four students per team.
2. Assign team a country to research in step one.
3. Student should then meet to determine what kind of bicycle is best suited to their country and select a target market (the segment of the population that they will try to sell their bicycle to)
4. After determining the need of the country and what kind of bicycle they will select, they will prepare a promotional brochure aimed at the target market.
5. Each group will select a distribution plan. Classes may elect to proceed to level two.
6. Finally, each group will make a presentation to the class as if the audience was the board of directors for Pedal Power. The class will grade the presentations using a rubric and select the best one (which they may choose to enter into the World Trade Week competition. Classes entering the competition may modify their presentation in order to enter the best possible entry.)
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