Unit Title: The United States and the World Economy Grade level: Secondary (11-12) Length of unit:

10 Course Periods (90 minutes each)

Joseph Nydle: Economics

Stage 1 Desired Results Meaning Learning Goals: Understand the local, state, regional, national, and international factors that create patterns of interdependence in the global economy Understand the difference between domestic and global economic systems and how the two interact. Understand absolute and comparative advantage. Enduring Understandings: Individual nations possess certain resources (land, labor, capital) that put them at a stronger advantage over others. Each nation specializes through its advantage to make world markets more efficient. Trade increases the amount and variety of goods and services available to consumers. Nations face unexpected costs and benefits from international trade. Trade agreements encourage diplomacy between nations. Essential Questions: How and why do countries conduct trade in the global economy? What are the goals of international trade? What are the costs and benefits of global trade? In what ways can states resolve international trade disputes between one another?

Knowledge & Skills Acquisition Students will know The comparative advantages and disadvantages of several countries create efficiency in the market by allowing countries to specialize. Trade between countries reduces prices for Students will be able to Define and analyze the components of global trade arrangements. Understand how and why countries conduct trade in the global economy.

Understand the costs and benefits of free trade among countries. Understand the role of exchange rates between countries and their effect on purchasing power.

consumers, delivers goods and services to places that may not otherwise receive them, and creates jobs in developing countries. Cheaper labor and limited regulations outsources certain industries from developed countries to developing countries. Competition for jobs and industry between nations forces countries to innovate and invest in labor and capital. Economic partnerships among nations reduces trade barriers and increases opportunities for goods and services (European Union, NAFTA). Trade agreements between nations can encourage further diplomacy (U.S. and China).

Compare the costs and benefits of free trade to the United States and its trade partners Develop, advocate, and defend a position (argument) for and against trade agreements Work in a collaborative setting to create a product and achieve a goal (trade agreement)

Vocabulary Absolute vs Comparative Advantage Imports Exports Trade Barriers vs. Agreements Exchange Rates Free trade Protectionism Tariff Balance of Trade Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (Tests, quizzes); Personal Communication (Interview, Oral exam); Written Response (Short constructed response, essay); Performance Assessment (Role-play, Simulation, Lab, Dramatization) Pre-assessment: Quick Write upon unit introduction: How Does Global Trade Affect Your Daily Life?

Formative Assessments: Informal formative assessments include observation of responses to questioning Formal formative assessment will be a check-in on journal responses to Quick Write Questions Informal checking for understanding by evaluation of responses to free-trade debate

Summative Assessment: Summative Assessment will consist of a unit test and performance assessment. The unit test will assess content knowledge. The test will be selected response, matching, short constructed response, and short essay. Content topics covered will include: key vocabulary, explanations of comparative advantage and disadvantage, cost and benefits of trade, recognition of certain trade agreements. Skills assessed in the unit test will be comprehension and understanding of content knowledge. The performance assessment will consist of a role-play presentation demonstrating understanding of free trade agreements. Students may work in groups to: a.) study and present the comparative advantages of a specific country b.) compare those advantages with those of other countries (formed by other student groups), c.) identify which countries would be best to establish trading with and why, and d.) create a formal written trade agreement with that nation (student group). Skills assessed in the performance assessment will include demonstration of knowledge, the ability to conduct research, compare advantages and disadvantages, and produce a product. Stage 3 Learning Plan

How many days will your unit last? 10 course days, 90 minutes each. What opening activity will you use to hook or engage student learning in this unit? Beginning unit with a Quick Write asking how global trade affects daily life. Have students locate the country of origin of products they are currently using (clothes, phone, computer, bookbag, coffee, car, etc.) and map the route from its production site to the United States. How will you introduce students to your Enduring Understandings and Essential Questions? At what points will you have your students re-consider these understandings/questions? Enduring Understandings and Questions will be introduced at the beginning of the unit, and a follow up will be made after the second day of discussing free trade and the Planet Money Makes a T-Shirt activity. How will you sequence/organize your assessments in an iterative/incremental way? Formative assessments occur on a daily basis and all lead up to content that falls within unit test or performance assessment. Students begin writing responses to quick writes and responses will be discussed individually during class work time. What active instructional strategies/learning activities might you use to engage students in learning (You need to use at least 3 different types of instructional strategies)? Direct Lecture through PPT when introducing new content and concepts. Collaborative learning through in-class group research (jigsaw). Independent/small group work stations for Planet Money Makes a T-Shirt activity. Interactive role-play during performance assessment. Indirect instruction through concept-maps and vocabulary. Use of individual work with vocabulary and journals.