Why do countries trade?
Task 1: Discussion on historic trade?
What are the historic reasons for trade? These maps all demonstrate something in common. Can you identify what?
Discuss with your group and write down the reason why in your notebook.
What are the historic reasons for trade? These maps all demonstrate something in common. Can you identify what?
Discuss with your group and write down the reason why in your notebook.
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Task 2: Complete the table on colonisers
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Task 3: Reason for trade currently:
Write down the reason for trade today by referencing the map below.
Write down the reason for trade today by referencing the map below.
Task 4: Why do countries trade simulation: Source - Nat Geo
1. Divide the class into small groups and set up the game. You will participate in a hypothetical trading game. Your teacher will divide you into five groups and assign each group one of the following countries: United Kingdom, China, Colombia, Saudi Arabia, and Ghana. The following are the resources available for each country.
2. Introduce the objectives of the game. Your objective is for each group to get the most points by trading their country’s goods for products from another country. Each team will start with a set of trading cards that represents their country’s worth. The game allows for “free trade,” meaning any country can trade with another country, and any item and/or amount of product can be traded for another. You can creatively market your products or combine products to end up with something more desirable. 3. Reflection: Did any countries end the game richer or poorer than they started? Which ones? What was it like to be a rich country? A poor country? Was it easy or difficult to trade? Why? Did any countries feel especially powerful or powerless? Which items were most popular? Which were least popular? Why? |
For teachers:
Scenarios:
1. World Situation: The world shifts to renewables in light of climate change. Outcome: Oil decreases by 2 points. 2. World Situation: Due to scarcity of supply, metals have increased in value. Outcome: Electronics increase by 1 point. 3. World situation: Drought impacts coffee growing regions, decreasing world supply Outcome: coffee increases by 2 points 4. World situation: Trade agreement on lumber breaks down. Outcome: Lumber decreases by 1 point. 5. World situation: China produces cheap electronics Outcome: electronics decrease by 1 point |
Task 4: Watch the movie
Key words:
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Task 5: Create a crossword puzzle using 12 of the vocabulary words below.
Trade Liberalisation Specialisation World Bank Industrialisation Debt Supply and Demand Tarriff Export IMF Bankruptcy WTO Sustainable agriculture Protectionism Legislation Subsidy Sanction Economy Loan Interest Infrastructure |
Task 6: What does every country produce
As a class, label the map below with the products that you associate with each country.
Ex. Canada => Maple Syrup
Let's find out how accurate you are about trade specialisation and the comparative advantages of each country.
As a class, label the map below with the products that you associate with each country.
Ex. Canada => Maple Syrup
Let's find out how accurate you are about trade specialisation and the comparative advantages of each country.
Task 6: Sunbrella Challenge: Barriers to fair trade
Play the simulation and find out about trade balance/imbalance
Play the simulation and find out about trade balance/imbalance
Sunbrella challenge | |
File Size: | 1488 kb |
File Type: | ppt |
Task 6: Barriers to fair trade:
Identify the 4 challenges to fair trade on the website shown below.
List the barriers and explain what they are in a summarised format.
Identify the 4 challenges to fair trade on the website shown below.
List the barriers and explain what they are in a summarised format.