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Economics Frameworks for the Georgia Standards of Excellence in Social Studies
Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE
5.31.2017 Page 1 of 35
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks,
examples of Student Work, and Teacher Commentary for the Economics Social Studies Course.
Economics - Unit 5 - International
Elaborated Unit Focus
In this unit, students will demonstrate their knowledge of international economic concepts. Incorporating the theme of Incentives, students will analyze how various trade policies, barriers, and agreements cause individuals, firms, and nations to respond in predictable ways. Applying the theme of Interdependency, students will discuss how decisions made by one trading partner causes intended and unintended consequences for others and how international exchange rates effect the balance of trade between nations. Using the themes of Gains from Trade and Scarcity, the students apply the law of comparative advantage to their nation’s production and specialization decisions. They will also evaluate the costs and benefits of their trading relationships, and explain why and how various productive resources must often be redirected to other industries when new trading relationships develop.
Connection to Connecting Theme/Enduing Understandings
Scarcity
• Exchange Rates
• Limited Resources Gains from Trade
• Comparative and Absolute Advantage
• Reasons for Trade Incentives
• Free Trade and Protectionist Policies
• Exchange Rates Interdependency
• Balance of Payments and Balance of Trade
• Trade Barriers
• Trading Blocs
• Exchange Rates
• Comparative Advantage
GSE for Social Studies
(standards and elements)
SSEIN1 Explain why individuals, businesses, and governments trade goods and services.
a. Define and distinguish between absolute advantage and comparative advantage.
b. Explain that most trade takes place because of comparative advantage in the production of a good or service.
c. Define balance of trade, trade surplus, and trade deficit.
SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade.
a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies.
b. Identify costs and benefits of trade barriers to consumers and producers over time.
c. Describe the purpose of trading blocs such as the EU, NAFTA, and ASEAN.
d. Evaluate arguments for and against free trade.
SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries.
a. Define exchange rate as the price of one nation’s currency in terms of another nation’s currency.
b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency.
c. Explain why some groups benefit and others lose when exchange rates change.
Economics Frameworks for the Georgia Standards of Excellence in Social Studies
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Connection to Literacy Standards for Social Studies
L9-10 RHSS7, RHSS9 WHST1, WHST 7, WHST8, WHST9
L11-12 RHSS7, RHSS9 WHST1, WHST7, WHST8, WHST9
Connection to Social Studies Matrices (information processing and/or map and globe skills)
Information Processing 1, 3, 5, 9, 11, 14, 15, 16, 17
Map and Globe 6, 8, 11
Economics Frameworks for the Georgia Standards of Excellence in Social Studies
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Essential Questions and Related Supporting/Guiding Questions
Enduring Understanding 1
Why do countries enter trade agreements?
• What are the costs and benefits of these agreements?
• Why do specialization and trade lead to more efficiency, production, and consumption when countries exploit their comparative advantage?
• Why do countries erect trade barriers that inhibit imports and exports?
Enduring Understanding 2
How does an appreciating and depreciating dollar effect different groups?
• How does an appreciating and depreciating dollar effect Gross Domestic Product, GDP?
• How does this change in GDP and Consumption in turn effect exchange rates?
• How are domestic consumers and domestic producers affected by the appreciating and depreciating dollar?
Enduring Understanding 3
How has increased globalization affected consumer choice?
• What might happen to consumer choice if the United States completely stopped trading goods and services with other nations?
• Why does the Middle East produce oil and nations located in the tropics produce coffee?
• Why do countries choose to produce one good over another?
Economics Frameworks for the Georgia Standards of Excellence in Social Studies
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Sample Instructional Activities/Assessments Should the Doctor Hire the Secretary?
Have students work in pairs to answer the questions that follows the scenario. Discuss their answers and follow up with an explanation of
the difference between Absolute Advantage and Comparative Advantage.
GSE Standards and Elements
SSEIN1 Explain why individuals, businesses, and governments trade goods and services.
a. Define and distinguish between absolute advantage and comparative advantage.
b. Explain that most trade takes place because of comparative advantage in the production of a good or service.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
L9-10 RHSS7, RHSS9
L11-12 RHSS7, RHSS9
Information Processing 1, 3, 5, 9, 11, 14, 15, 16
Gains From Trade
Should the Doctor Hire the Secretary?
Scenario:
Dr. Jane has graduated from medical school and will be starting her practice as a Pediatrician soon. While in
medical school, Dr. Jane worked as a secretary in the administrative offices. During that time, Dr. Jane was praised
for her hard work and her efficiency. In fact, she became the best secretary on her floor. Sam, a friend of Dr.
Jane’s, referred Secretary Bob to her because Sam knew Dr. Jane would be opening her office soon. Now
Secretary Bob had been a secretary for years and was better than your average secretary, but he was not quite as
efficient as Dr. Jane (see the statistics below).
Typing Electronic/Physical Filing Returned Phone Calls
Dr. Jane 90 Words Per
Minute 40 files every
5 minutes 25 every hours
Secretary Bob 70 Words Per
Minute 30 files every
5 minutes 20 every hour
Average Secretary 65 Words Per
Minute 30 files every
5 minutes 15 very hour
Should Dr. Jane hire Secretary Bob or perform all the secretarial services herself? Justify your answer and
prepare to share with the class.
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International Trade: Making Sense of the Trade Deficit
Students will read and annotate the article “International Trade: Making Sense of the Trade Deficit” followed by answering the accompanying guided
reading questions.
GSE Standards and Elements
SSEIN1 Explain why individuals, businesses, and governments trade goods and services.
a. Define and distinguish between absolute advantage and comparative advantage.
b. Explain that most trade takes place because of comparative advantage in the production of a good or service.
c. Define balance of trade, trade surplus, and trade deficit.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
L9-10 RHSS7, RHSS9
L11-12 RHSS7, RHSS9
Information Processing 1, 3, 5, 9, 11, 14, 15, 16
Gains From Trade
Interdependency
Students will read and annotate the article “International Trade: Making Sense of the Trade Deficit” followed by answering the
accompanying guided reading questions.
Resource Links:
• Page One “International Trade: Making Sense of the Trade Deficit” article and guided questions
https://files.stlouisfed.org/files/htdocs/publications/page1-econ/2016/11/01/international-trade_SE.pdf
Scott A. Wolla, "International Trade," Page One Economics, November 2016
• Harvard Library: PDF of “Interrogating Texts”
o http://guides.library.harvard.edu/ld.php?content_id=12548868
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Task 1
Writing to Learn Strategy
GIST- Generating Interactions between Schemata and Texts
• GIST (Cunningham 1982) is a strategy designed to help students learn to write organized and concise summaries.
Summaries restate only the author’s main ideas, omitting all examples and evidence used in supporting and
illustrating points. For students who are at a loss as how to put a reading into their own words, GIST can be used as a
step by step method.
• The teacher should begin with modeling the technique by coaching the class through a paragraph. After modeling
assign a reading for students to do independently.
1) Read the first sentence and summarize its contents in
fifteen words or less.
2) Read the second sentence and summarize the two
sentences in fifteen words or less.
3) Read the third sentence and summarize the three
sentences in fifteen words or less.
4) Continue until the paragraph is read.
5) Then summarize the entire paragraph in fifteen words
or less.
Task 2
How to annotate:
While reading, students mark the pages for important information, text meaning or key details, ideas and questions.
Avoid using a highlighter! Use a pencil or pen to notate.
Suggested annotation strategies:
o In the margins, summarize in your own words key concepts.
o Bracket [important] passages.
o Connect related ideas with lines or arrows.
o Underline important ideas/details
o Place asterisks * or exclamation points next to unusual or surprising details!!
o Circle words or information you don’t understand.
o Rank your annotations based on their importance to the passage, 1, 2, 3, 4, 5.
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Coffee and Cars: An Absolute Advantage Students will fill in the resource tables for coffee growing and automobile production using the websites and/or prior knowledge. Students will come to understand the efficiencies related to the production of each good leads to an Absolute Advantage for each nation.
GSE Standards and Elements
SSEIN1 Explain why individuals, businesses, and governments trade goods and services.
a. Define and distinguish between absolute advantage and comparative advantage.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
L9-10 RHSS7, RHSS9
L11-12 RHSS7, RHSS9
Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Map and Globe 6, 8, 11
Gains From Trade
Interdependency
Coffee and Cars: An Absolute Advantage
The United States produces more cars (about 3 million per year) than the country of Colombia (over 100,000 per
year), but Colombia produces more coffee (about 700,000 tons per year) than the United States (about 3,000 tons
per year). Why might this be?
1. Use the following website to complete the resource table related to Coffee Growing:
http://www.coffeeresearch.org/agriculture/coffeeplant.htm
Coffee Growing
Land/Climate/Soil
Labor
Physical Capital:
Machinery & Tools
Human Capital:
Education & Training
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Map of the Bean Belt
https://commons.wikimedia.org/wiki/File:Bean_belt_(top_20_coffee_producers_2011).svg
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2. Use the following website to complete the resource table related to Automobile Production: http://www.madehow.com/Volume-1/Automobile.html
Automobile Production
Land/Climate/Soil
Labor
Physical Capital:
Machinery & Tools
Human Capital:
Education & Training
3. Explain the Absolute Advantage that both the Unites States and Columbia possess. How does efficiency
contribute to this?
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Wheat and Sugar: A Comparative Advantage The United States and Mexico both participate in the production of Wheat and Sugar (feel free to show data showing as such). Using the data provided, students will determine who has an Absolute Advantage and who has the Comparative Advantage in the production of Wheat and Sugar. From these outcomes students, should be able to explain how this results in specialization and exporting of one good and the importing of the other.
GSE Standards and Elements
SSEIN1 Explain why individuals, businesses, and governments trade goods and services.
a. Define and distinguish between absolute advantage and comparative advantage.
b. Explain that most trade takes place because of comparative advantage in the production of a good or service.
c. Define balance of trade, trade surplus, and trade deficit.
SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade.
a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies.
b. Identify costs and benefits of trade barriers to consumers and producers over time.
c. Describe the purpose of trading blocs such as the EU, NAFTA, and ASEAN.
d. Evaluate arguments for and against free trade.
SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries.
a. Define exchange rate as the price of one nation’s currency in terms of another nation’s currency.
b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency.
c. Explain why some groups benefit and others lose when exchange rates change.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
L9-10 RHSS7, RHSS9
L11-12 RHSS7, RHSS9
Information Processing 1, 3, 5, 9, 11, 14, 15, 16
Scarcity
Gains From Trade
Incentives
Interdependence
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Wheat and Sugar: A Comparative Advantage
The United States and Mexico both participate in the production of Wheat and Sugar. Should one country produce
Wheat and one country produce Sugar?
Production in Millions of Metric Tons
Mexico United States
Wheat
(thousands
of bushels)
5 50
Sugar
(tons) 5 10
• Mexico can use their available resources to produce 5 million tons of Wheat OR 5 million tons of Sugar…
5 Wheat = 5 Sugar OR _______ Wheat = 1 Sugar
• The United States can use their available resources produce 50 million tons of Wheat OR 10 million tons
of Sugar…
50 Wheat = 10 Sugar OR _______Wheat = 1 Sugar
Absolute Advantage
1. Who has the Absolute Advantage in Wheat production? ________________
2. Who has the Absolute Advantage in Sugar production? _________________
Comparative Advantage
1. What is the opportunity cost for the United States of producing Wheat in terms of producing Sugar?
______________________________________________________________________________
2. What is the opportunity cost for the United States of producing Sugar in terms of producing Wheat?
______________________________________________________________________________
3. What is the opportunity cost for the Mexico of producing Wheat in terms of producing Sugar?
______________________________________________________________________________
4. What is the opportunity cost for the Mexico of producing Sugar in terms of producing Wheat?
______________________________________________________________________________
5. Who has the Comparative Advantage in Wheat production? ______________________
6. Who has the Comparative Advantage in Sugar production? _______________________
From your results…
• The United States should specialize in the production of _______________________ and
therefore, import ___________________ from Mexico.
• Mexico should specialize in the production of ________________________ and therefore,
import ____________________ from the United States.
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Part 2
Listen to the following Podcast and watch the following Video:
Lollipop Wars- Podcast
http://www.npr.org/sections/money/2013/04/26/179295426/episode-454-the-lollipop-war
Why Is There Corn in Your Coke?
http://www.learnliberty.org/videos/why-is-there-corn-in-your-coke/
1. What method does the US government use to protect domestic sugar producers?
2. What are the main economic arguments for continued protection of the US sugar industry?
3. What are the main arguments for the removal of protection of US sugar producers?
4. Which groups are benefiting from the protectionism and which groups are hurt by the protectionism?
5. What are the intended and unintended consequences of these trade barriers?
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Trade Barriers and Pencil Production Part 1- Students will keep track of the resources used to produce a pencil and the countries responsible for providing the pencil’s resources. A map of the world will be projected on the Active Board. As students find resources and countries, they will write down the information on the sticky notes provided, find the country and post on the board. Review the concepts of the invisible hand and self-interest, market forces, as well as the gains from voluntary trade. Link to a printed copy of the story of “I, Pencil” provided as well for students to reference after watching the video (Story was written in the 50’s, so some of the countries no longer exist or have changed names).
Part-2 Students will research and explain the five Trade Barriers listed. After completing, students will reflect upon and answer the following question: “How might these trade barriers affect the world’s production of pencils?” Address each of the trade barriers specifically.
GSE Standards and Elements
SSEIN1 Explain why individuals, businesses, and governments trade goods and services.
a. Define and distinguish between absolute advantage and comparative advantage.
b. Explain that most trade takes place because of comparative advantage in the production of a good or service.
SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade.
a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies.
b. Identify costs and benefits of trade barriers to consumers and producers over time.
d. Evaluate arguments for and against free trade.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
L9-10 RHSS7, RHSS9
L11-12 RHSS7, RHSS9
Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Map and Globe 6, 8, 11
Scarcity
Gains From Trade
Incentives
Interdependence
Trade Barriers and Pencil Production
Part 1 While watching the Ted-Ed video “I, Pencil,” keep track of the resources and countries throughout the world
needed to produce a pencil.
Video Link to Ed TED:
http://ed.ted.com/on/8S6Mp7EP
Print Version of “I, Pencil”
http://www.econlib.org/library/Essays/rdPncl1.html
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Enter your information below.
Pencil Resources Countries of Origin
Graphite
Cedar Wood
Ferule-Metal
Eraser-Rubber
Other Resources
• After completing the table above, write the resource and country name on the sticky notes provided
and place on the projected map.
Blank Map of the World https://commons.wikimedia.org/wiki/File:The_World_map.png
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Part 2 Research and explain the Trade Barriers listed:
Tariffs
Quotas
Standards
Subsidies
Embargoes
How might these trade barriers affect the world’s production of pencils?
Tariffs
Quotas
Standards
Subsidies
Embargoes
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Why Are Trade Blocs Created? Part 1- List the countries that are members of the EU, ASEAN, and NAFTA. Find and color them on a map.
Part 2- Students will then use the map of the Top 15 Trade Partners to discuss the influence of NAFTA.
Part 3- Research and describe the costs and benefits associated with free trade agreements. Answer the debrief questions and discuss their answers.
GSE Standards and Elements
SSEIN1 Explain why individuals, businesses, and governments trade goods and services.
a. Define and distinguish between absolute advantage and comparative advantage.
b. Explain that most trade takes place because of comparative advantage in the production of a good or service.
SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade.
a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies.
b. Identify costs and benefits of trade barriers to consumers and producers over time.
c. Define balance of trade, trade surplus, and trade deficit.
d. Evaluate arguments for and against free trade.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
L9-10 RHSS7, RHSS9
L11-12 RHSS7, RHSS9
Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Map and Globe 6, 8, 11
Scarcity
Gains from Trade
Incentives
Interdependence
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Why Are Trade Blocs Created?
Part 1
Look up and list the countries included in each of the following Trade Blocs:
European Union (EU)
Go to the following website for the list of Countries: http://europa.eu/about-eu/countries/index_en.htm
1. 8. 15. 22.
2. 9. 16. 23.
3. 10. 17. 24.
4. 11. 18. 25.
5. 12. 19. 26.
6. 13. 20. 27.
7. 14. 21. 28.
Association of Southeast Asian Nations (ASEAN):
Go to the following website for the list of Countries: http://www.asean.org/asean/asean-member-states/
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
North American Free Trade Agreement (NAFTA):
Go to the following website for the list of Countries: http://www.naftanow.org/
1.
2.
3.
• After completing the above tables, find the countries of each Trade Bloc on the map provided. Color
the countries of the EU blue, NAFTA red, and ASEAN green.
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Blank Map of the World
https://commons.wikimedia.org/wiki/File:The_World_map.png
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Part 2
https://commons.wikimedia.org/wiki/File:US_trade_final-01.svg
• How has NAFTA affected trade for the Unites States?
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Part 3
Research and describe in your own words the costs and benefits of Trade Blocs/Free Trade Agreements. Use the
“Debrief Questions” as a guide.
Costs/Benefits Links:
1. http://www.heritage.org/research/reports/2000/08/the-benefits-of-free-trade-a-guide-for-policymakers
2. https://www.mercatus.org/publication/benefits-free-trade-addressing-key-myths
3. http://www.gpb.org/news/2013/12/08/economists-toast-20-years-of-nafta-critics-sit-out-the-party
4. http://www.globalexchange.org/resources/FTAA/oppose
Benefits Costs
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Debrief Questions:
1. Explain how geography and culture might influence the creation of Free Trade Agreements.
2. How do Free Trade Agreements affect net exports (exports minus imports) and the GDP of trade bloc
member nations? What about other countries not included in the trade agreement?
3. Explain how trade between Mexico and the United States will result in a trade deficit for one and a trade
surplus for the other.
4. Explain the effect of Free Trade Agreements on domestic producers and consumers.
5. Are there any possible positive or negative externalities associated with these Free Trade Agreements?
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Exchange Rates: Strong Dollar or Weak Dollar? Students will read the article “Is a Strong Dollar Better than a Weak Dollar?” and answer the accompanying guided reading questions.
GSE Standards and Elements
SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries.
a. Define exchange rate as the price of one nation’s currency in terms of another nation’s currency.
b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency.
c. Explain why some groups benefit and others lose when exchange rates change.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
L9-10 RHSS7, RHSS9
L11-12 RHSS7, RHSS9
Information Processing 1, 3, 5, 9, 11, 14, 15, 16
Incentives
Interdependency
Scarcity
Students will read and annotate the article “International Trade: Making Sense of the Trade Deficit” followed by answering the
guided reading questions below.
Resource Links:
• Page One “Is a Strong Dollar Better than a Weak Dollar?” article and guided questions
https://files.stlouisfed.org/files/htdocs/pageone-economics/uploads/newsletter/2015/PageOne201503.pdf
Scott A. Wolla, "Is a Strong Dollar Better than a Weak Dollar?," Page One Economics, March 2015
• Harvard Library: PDF of “Interrogating Texts”
o http://guides.library.harvard.edu/ld.php?content_id=12548868
How to annotate:
While reading, students mark the pages for important information, text meaning or key details, ideas and questions.
Avoid using a highlighter! Use a pencil or pen to notate.
Suggested annotation strategies:
o In the margins, summarize in your own words key concepts.
o Bracket [important] passages.
o Connect related ideas with lines or arrows.
o Underline important ideas/details
o Place asterisks * or exclamation points next to unusual or surprising details!!
o Circle words or information you don’t understand.
o Rank your annotations based on their importance to the passage, 1, 2, 3, 4, 5.
Guided Reading questions:
1. What does it mean if the U.S. Dollar appreciates?
2. What does it mean if the U.S. Dollar depreciates?
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3. Which benefit and which groups are hurt by an appreciating and depreciating dollar?
Appreciating Dollar
(Stronger)
Depreciating Dollar
(Weaker)
Benefits
Loses/Hurt
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Exchange Rates: Conversions and Analysis Students will follow the link to historical/current exchange rate for the Unites States and determine which economic actors benefit and which will lose from the exchange rate changes over time.
GSE Standards and Elements
SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries.
a. Define exchange rate as the price of one nation’s currency in terms of another nation’s currency.
b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency.
c. Explain why some groups benefit and others lose when exchange rates change.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
Information Processing 1, 3, 5, 9, 11, 14, 15, 16
Gains from Trade
Incentives
Interdependency
Scarcity
Exchange Rates: Conversions and Analysis
Part 1
Use the link to determine the exchange rate for one U.S. Dollar for various time periods.
Exchange Rates Historical-Unites States Treasury
https://www.fiscal.treasury.gov/fsreports/rpt/treasRptRateExch/historicalRates.htm
Date Exchange Rate
Most Current Release
1 U.S. Dollar Equals ____________ Mexican Pesos
March 31, 2005
1 U.S. Dollar Equals ____________ Mexican Pesos
March 31, 2001
1 U.S. Dollar Equals ____________ Mexican Pesos
• Between 2001 and 2005, which currency appreciated and which currency depreciated? 2005 to the
most current release?
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Part 2
1. Using the data from Part 1 of the activity, which year would the exchange rate benefit the following
groups the most? Justify your answer.
Economic Actors
Year in Which the
Economic Actor
Would Benefit the
Most
Justification
Mexican Tourist Visiting the
United States
United States Consumers of
Mexican Made Goods
United States Producers of
Goods Exported to Mexico
United States Producers Buying
Imported Resources for
Production
Mexican Producers of Goods
Exported to the United States
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6-Free Trade & Protectionism Political Cartoon Students will work in pairs to answer the guided questions related to the political cartoon.
GSE Standards and Elements
SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade.
a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies.
b. Identify costs and benefits of trade barriers to consumers and producers over time.
d. Evaluate arguments for and against free trade.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
Information Processing 1, 3, 5, 9, 11, 14, 15, 16, 17
Gains from Trade
Incentives
Interdependency
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Free Trade & Protectionism Political Cartoon
https://commons.wikimedia.org/wiki/File:Free_Trade_and_Protection.jpg
1. Quickly scan the cartoon. What do you notice first? What is the title or caption?
2. Are there labels, descriptions, thoughts, or dialogue?
3. List the people, objects, and places in the cartoon.
4. List the actions or activities.
5. Compare and contrast the two pictures. Look at the prices for Eggs, Jam, Cheese and Sugar. Define “Free
Trade” and “Protectionism.”
6. What is the message? List evidence from the cartoon that led you to your conclusion.
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World Headlines Students will look up current international economic headlines from a reputable news source that would affect United States Net Exports (Exports minus Imports) and Exchange Rates. Students present their headlines and results to the class for a thumbs up or thumbs down.
GSE Standards and Elements
SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries.
a. Define exchange rate as the price of one nation’s currency in terms of another nation’s currency.
b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency.
c. Explain why some groups benefit and others lose when exchange rates change.
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
Information Processing 1, 3, 5, 9, 11, 14, 15, 16
Gains from Trade
Incentives
Interdependency
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•Increase?
•Decrease?Imports
•Increase?
•Decrease?Exports
•Increase?
•Decrease?
Net Exports
•Appreciate?
•Depreciate?U.S.
Dollar
Headline
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Culminating Unit Performance Task Argumentative Essay: Free Trade or Protectionism
Utilizing sources and work completed in previous activities, students will write an argumentative essay in favor of Free Trade or in favor of Protectionist Policies.
GSE Standards and Elements
SSEIN1, SSEIN2
Literacy Standards
Social Studies Matrices
Enduring Understanding(s)
L9-10 RHSS7, RHSS9 WHST1, WHST 7, WHST8, WHST9
L11-12 RHSS7, RHSS9 WHST1, WHST7, WHST8, WHST9
Information Processing 1, 3, 5, 9, 11, 14, 15, 16
Gains from Trade
Incentives
Interdependency
Scarcity
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Writing Task:
Write an argumentative essay in favor of free trade or protectionism. Utilize the activities and resources in this
unit for your research.
General guidelines for essay writing:
1. Develop a limited topic which is well defined and debatable and that has more than one side.
2. The writer must understand other sides of the position so that the strongest information to counter the
other side can be presented.
3. Develop the statement of position. The topic sentence cannot be a fact as facts cannot be debated. The
statement should direct readers to follow the writer’s logic towards a specifically stated conclusion.
4. In preplanning the essay, generate and then use at least three reasons that support the position.
Introduce these in the same introductory paragraph.
5. Reasons introduced in the opening introductory paragraph should be the topics of paragraphs in the
body of the paper. They should be supported with additional separate facts.
6. The body of the essay uses specific evidence, examples and statistics rather than generalizations or
personal opinions. Each topic sentence has been introduced in the introduction. Additional sentences
closely relate to the topic and the sentence before it.
7. Use adequate transitions between paragraphs so that the reader follows the writer’s logic.
8. Clearly redefine the topic and restate the most compelling evidence, remembering that this is the last
chance to be convincing. Do not introduce new material in the conclusion.
A good argumentative essay…
1. Explains the controversy or problem clearly.
2. Presents and explains both sides of the debate.
3. Expresses your side of the debate.
4. Convinces the reader you are right!
5. Negates any arguments from the other side.
6. Properly cites all research.
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The following are some suggested graphic organizers to plan your arguments:
Arguments for… Arguments against…
Source:
Quote:
Summary:
Source:
Quote:
Summary:
Source:
Quote:
Summary:
Source:
Quote:
Summary:
Source:
Quote:
Summary:
Source:
Quote:
Summary:
Source:
Quote:
Summary:
Source:
Quote:
Summary:
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Persuasive Writing Graphic Organizer
Thesis Statement
Reason 1
Fact One
Fact Two
Reason 2
Fact One
Fact Two
Reason 3
Fact One
Fact Two
Counterargument
With
Rebuttal
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Essay Does Not Meet (1) Meets (2) Exceeds (3)
Content
Are main idea and supporting details clear?
▪ Controlling idea is focused and fully developed ▪ Logical supporting ideas are appropriate ▪ Supporting ideas include examples and details ▪ Writing contains complete information ▪ Writing addresses arguments and counterarguments
Organization
Is the paragraph or essay well-organized?
▪ Essay remains focused throughout ▪ Ideas are appropriate and logical ▪ Related ideas are grouped together in paragraphs ▪ Writing is organized so that ideas are easily understood ▪ Transitions link ideas and parts of the paper
Style
Is the paragraph or essay clear and convincing?
▪ Writing uses appropriate, precise, and engaging language ▪ Writer uses a variety of strategies to reach the reader (questions, emotional appeals,
relevant examples, etc.) ▪ Writer’s voice is constant throughout (sounds like one writer) ▪ Sentence lengths and styles are varied (not too choppy or too wordy)
Conventions
Is the paragraph or essay written with standard English grammar and usage?
▪ Sentences are correctly formed; end punctuation is correct ▪ Grammar/usage is standard (subject/verb agreement, verb forms, word endings, etc.) ▪ Correct punctuation, spelling, capitalization, and paragraph indention are evident ▪ Work is cited when necessary
Total number of points = ___________ Total score = ___________
(Grade conversion: 4 = 60 5 = 65 6 = 70 7 = 80 8 = 85 9 = 90 10 = 92 11 = 95 12 = 100)
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