Global Trading Game

Global Trading Game
Students become geologists, miners, economic advisors, and international traders as they
analyze their country’s resources and needs and trade with other countries to enhance their
country’s economic position and environmental quality.
e Pri
Ele
Int
Grade Levels:
Elem
Sec
Elementary
Secondary
Pri
Ele
Int Intermediate
Sec
Subject Areas:
Science Social Studies
Math Language Arts

NEED Mission Statement
The mission of The NEED Project is to promote an energy
conscious and educated society by creating effective
networks of students, educators, business, government and
community leaders to design and deliver objective, multi-
sided energy education programs.
Teacher Advisory Board Permission to Copy

NEED curriculum is available for reproduction by classroom
Constance Beatty Greg Holman teachers only. NEED curriculum may only be reproduced
Kankakee, IL Paradise, CA for use outside the classroom setting when express written
permission is obtained in advance from The NEED Project.
James M. Brown Barbara Lazar Permission for use can be obtained by contacting
Saratoga Springs, NY Albuquerque, NM info@need.org.
Amy Constant - Schott Robert Lazar

Raleigh, NC Albuquerque, NM Teacher Advisory Board
Nina Corley Leslie Lively In support of NEED, the national Teacher Advisory Board
Galveston, TX Porters Falls, WV (TAB) is dedicated to developing and promoting standards-
based energy curriculum and training.
Samantha Danielli Hallie Mills
Vienna, VA St. Peters, MO
Energy Data Used in NEED Materials
Shannon Donovan Jennifer Mitchell - NEED believes in providing teachers and students with the
Greene, RI Winterbottom most recently reported, available, and accurate energy data.
Pottstown, PA Most statistics and data contained within this guide are
Linda Fonner derived from the U.S. Energy Information Administration.
New Martinsville, WV Mollie Mukhamedov Data is compiled and updated annually where available.
Port St. Lucie, FL Where annual updates are not available, the most current,
Teresa Fulk complete data year available at the time of updates is
Don Pruett Jr. accessed and printed in NEED materials. To further research
Browns Summit, NC
Puyallup, WA energy data, visit the EIA website at www.eia.gov.
Michelle Garlick Judy Reeves
Long Grove, IL Lake Charles, LA
Erin Gockel
Tom Spencer
Farmington, NM
Chesapeake, VA
Robert Griegoliet
Jennifer Trochez
Naperville, IL
MacLean
Bob Hodash Los Angeles, CA
Wayne Yonkelowitz
DaNel Hogan Fayetteville, WV
Tucson, AZ
1.800.875.5029
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© 2018
2 ©2018 The NEED Project Global Trading Game www.NEED.org

Global Trading Game
Table of Contents
Standards Correlation Information 4
Overview of Activity 5
Global Trading Game was developed
Teacher Guide 6
by The NEED Project and the Ohio
Energy Project. Game Construction 9
Job Descriptions and Actions 11
Country Profiles 12
Statistics* Country Comparison Chart 18
CIA World Factbook Country Comparison Chart Teacher Key 19
EIA International Energy Statistics
Energy Bucks Master 20
The World Bank
Commodity and Impact Symbols Masters 21
International Energy Agency (IEA)
Statistics Country Analysis Sheet 57
*The facts and figures used to Geologist Map 58
represent the countries in this game are Impact Worksheet 59
compiled from the organizations listed
above for consistency. Many entities, International Trade Center Master 60
organizations, and countries have Game Boards 61
different metrics for measuring the data
sets used in this game, and NEED has Evaluation Form 63
utilized the agencies above to ensure
data that is consistently reported. In
some cases, it is possible that facts and
figures have been slightly adjusted to
assure the game plays as intended. For
e
an enhanced activity, encourage your
students to source the data for their
assigned country following game play.
Discuss reputable sources for data and
compare differences between game
materials and their research.
©2018 The NEED Project Global Trading Game www.NEED.org 3

Standards Correlation Information
www.NEED.org/curriculumcorrelations
Next Generation Science Standards

This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations,
science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more
details on these correlations, please visit NEED’s curriculum correlations website.
Common Core State Standards

This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations
are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations
website.
Individual State Science Standards

This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level
and guide title, and can be downloaded as a spreadsheet from the NEED website.

e Overview of Activity
Students work cooperatively in six groups, each of which is assigned
an unnamed country. Each country has varying types and amounts
Time
of the following commodities: money, energy resources, industry, 2-3 50-minute class periods
technology, and workforce. The students become citizens of their
country and are provided with background information to use as the 2Preparation
students identify their country’s strengths and weaknesses, discuss
hour (+/-), items can be re-used once prepared
1
the standard of living, and what they would like to change about
their nation.
Grade Levels
The teams are then given game boards and game pieces for their
countries. The game pieces represent various assets. Each group
Elementary, grade 5
member chooses one of four occupations that play significant roles
Intermediate, grades 6-8
in the country’s ability to advance in the game. The occupations are
Secondary, grades 9-12
geologist, miner, economic advisor, and international trader. Each
team also receives a plastic bin that contains a plot of land that ACTIVITY MATERIALS NEEDED
represents their country and its assets.
Game Construction Plastic spoons
12
Students begin to role-play their occupations. The geologists draw a (page 9) Plastic drinking straws cut in
30
map of the plot, then use straws to probe the earth and locate buried half
energy resources. The miners simulate a surface mine by removing Plastic storage containers,
6
each layer of sediment, then remove the energy resources from the approximately 12” x 16” x 8”
soil. The geologists and miners work together to reclaim the land by 50 Pound bag of sand
1
replacing the layers as they found them. 25 Pound bag of small aquarium
1
Meanwhile, the advisors and traders organize the number of each gravel
commodity with which their country begins the game. The goal of Rocks approximately 2”- 3” in
12
the game is then revealed—to finish with exactly five of each of the diameter
commodities: energy resources, industry, technology, and workforce. Craft sticks
6
Students buy, sell, and trade on the global market to attain the goal. Marbles or 1” pieces of wood
30
Timer with alarm
1
The economic advisors analyze the country’s resources and decide
Sturdy envelopes 9” x 12”
6
what needs to be bought, what is available to sell, and what would
Sets of 20 sheets of paper (8½” x
6
be best to trade. Economic advisors also decide what they are willing
11”), each set a different color
to pay for each commodity, and for what price they are willing to sell

OPTIONAL: To construct game
their commodities.
boards and signs, you will need 13
The game continues with two trading rounds. After each trading 8½” x 14” sheets of colored paper
round, the economic advisors organize the acquired commodities (all the same color)
and plan for the next round. When the second trading round is
completed, the teams are asked to compare their country’s current
status to its status at the beginning of the game. Day One (page 6)
Country packets in envelopes, see
pages 9-10
Each team then learns that each commodity has impacts on the
Masters, pages 11 and 18
country. The students assess possible positive and negative impacts
Class set of the student worksheet,
of each of the commodities and resources. The third trading round page 57
has the added goal of controlling the number of impacts made upon
the country. Some countries must negotiate to reduce impacts while Day Two (page 7)
Assembled country bins
still maintaining the goal of five of each commodity.
Old newspaper or tablecloths

Country packets
Usually the game results with more than one team meeting their
Geologist Maps
goals. It can then be revealed to the teams that each of the countries
International Trade Center sign
represents a real country in the world. Brief descriptions of the real (optional)
world countries are included on the country profile sheets and
Game boards (optional)
Country Comaprison Chart.
NOTE: Please see page 3 for an important note regarding statis-
Geography Connection: As the real countries are revealed, the
teams must locate the countries on a world map, or do a report on tics used in this game.
their country.
e Teacher Guide
Day One
 Materials

Country packets in envelopes, see pages 9-10
Descriptions and Actions master, page 11
Job

Country Comparison Chart master, page 18

Country Analysis Sheet, page 57
2Preparation

Divide the class into six groups.

Assemble country packets.

Make copies of the Country Analysis Sheet.

Prepare copies of the masters for projection.
Procedure
1. Give an overview of the Global Trading Game, as follows:

Each of the six teams represents a different country.

Each country, just as in the real world, has different amounts of money, industry, people, and other resources. These commodities and
resources have positive and negative impacts.

Everyone will have a job that is important to the country’s ability to advance in the game.
2. Distribute a country packet to each group and a Country Analysis Sheet to each player. Explain that prior to playing the game, each team
must understand its country’s unique strengths and weaknesses, assets and needs.
3. Instruct the teams to remove the country profiles and comparison charts from their envelopes. As they read about their country, use
the questions below to help students guide their reading. Project or display for student use.

What are three strengths of your country?

What are three weaknesses of your country?

Using the Country Comparison Chart, how does your country compare to the other countries in the game?
4. Have each student complete the Country Analysis Sheet.
5. Using the master of the Country Comparison Chart, review and define the country profile categories. For example:

Population: Abundant population can be an advantage by contributing to a strong labor force. It can also be a disadvantage by
increasing pollution and/or energy consumption.

Climate: Weather can be a factor in obtaining and consuming energy resources.
6. Display the Job Descriptions and Actions master as you describe the occupations. After you have reviewed the occupations, have each
student choose an occupation.
7. Explain the procedure for playing the game on Day Two and have the students return the packets to you.
8. For some students, a discussion about some of the statistics may be helpful. Ensure your students understand Btu (British thermal unit),
Quads (Q), and gross domestic product per capita (GDP/capita). You may also need to review literacy rate and differences between
types of governments.

Day Two
 Materials

Assembled country bins

Old newspaper or tablecloths

Country packets in envelopes

Energy resource cards (set aside)
Descriptions and Actions master, page 11
Job

Geologist Map, page 58

International Trade Center sign, page 60 (optional)

Game boards, pages 61-62 (optional)
2Preparation

Place students into their groups again and review the activities and discussion that took place in the last session.

Make a copy of the Geologist Map for each group.

Prepare game boards, signs, and masters as needed.
Classroom Management Tip:

Depending on how you conduct the game, it may be necessary to instruct the geologists and miners to work on reclaiming their land
simultaneously with the trading rounds so that all students feel busy during the entirety of the game. It may also be helpful to add a step
where each geologist and miner need to inspect other countries’ reclamation efforts to make sure these jobs are done satisfactorily.
Procedure
1. Redistribute the country packets to the student groups.
2. Have the students discuss in their groups what they learned about their country on Day One. Place the country bins at the International
Trade Center for distribution later in the game.
3. Using the Job Descriptions and Actions master, have the students recall the job they chose and review and discuss the different roles.
4. Have the economic advisors sort the industry, technology, and workforce cards from their country packet, and organize them on the
game boards. If you are not using the game boards, have the students place the cards into three rows. Tell students they will get their
energy resource cards upon the completion of mining. Set these pieces aside and only distribute them to teams after they have mined
all the resources for their country.
5. Call the geologists and miners to the International Trade Center to collect their country’s bin and old newspaper or tablecloth. Provide
each group with a Geologist Map. Give them the following instructions:

GEOLOGISTS: Observe the plot of land and make a sketch of the landscape on the map, labeling any hills or changes in the landscape.
The large rocks represent hills and the sticks represent valleys. Use the straws to probe the soil for energy resources buried there, then
mark on the map the location of any energy resources you find.

MINERS: Carefully remove the earth layer by layer, and set each layer aside on the newspaper or tablecloth. Use the geologist map
to locate the energy resources. When you find the energy resources, bring them to the facilitator and exchange them for energy
resource cards. Return the energy resources to the bin and give the cards to your economic advisor. As the traders and advisors do
their jobs, you must work with the geologists to restore the plot of land.
6. Advise the economic advisors and international traders to prepare for the trading rounds. Give them the following instructions:

ECONOMIC ADVISORS: Develop a strategy to allow your team to end up with exactly five of each of the commodity cards. Decide
what needs to be bought and how much the team is willing to pay for it, and what needs to be sold and at what price.

INTERNATIONAL TRADERS: Use the economic advisor’s strategy and your ability to negotiate to obtain the commodities your
country needs and trade the commodities you don’t need during the trading rounds.

7. Explain the rules for trading:

Trading may occur only at the International Trade Center.

Only the international traders may buy, sell, and trade commodities.
trading is done by anyone other than a trader, or in any place other than the International Trade Center, the teams must forfeit the
If
next round of trading.
any trading is done before or after the trading signal, the teams must forfeit the next round of trading.
If
8. Give a warning, then signal the start of Round 1 trading. Allow 90 seconds for trading, then signal the end of the round.
9. Remind students of their end goal. Have the students regroup for two to three minutes to allow the economic advisors to create a
strategy for the next round of trading.
10. Conduct Round 2 trading for 90 seconds.
11. At the conclusion of the second round, have the students return to their groups and complete the Impact Worksheets in their country
packets. An impact is an effect on the environment as a result of energy production/consumption, industry, technology, or the
workforce. Briefly discuss the definition and examples of impacts.
12. Have the students reveal all of the game cards to discover the impacts.
13. Explain that in the last trading round, teams must still attempt to obtain five of each kind of card, but must also try to end up with 21
or fewer impacts.
OPTIONAL: It is a challenge for everyone to end up with 21 or fewer impacts, but possible. You might choose to make it easier, if you
want everyone to win, by changing the number of impacts to 23, or make it impossible for everyone to win by lowering the impacts
to 19.
14. Allow two to five minutes for the teams to form a new strategy for the final round of trading based on the number of impacts they have.
15. Signal the start of the final trading round. Allow three minutes for trading, then signal the end of the round.
16. Review the activity with the students using the Summary Questions listed below.
17. Evaluate the activity with the students using the Evaluation Form on page 63 and return the evaluation to The NEED Project.
? Summary Questions

How many countries met the goal of five of each commodity card with 21 or fewer impacts?

What are some reasons a country might have trouble meeting that goal?
you think the reasons for struggles in this game could occur in real countries?
Do
reality, what resources and impacts would countries want to increase and decrease?
In
 Extensions

Refer to the country profiles on pages 12-17. State key information from each country profile and ask the students to guess which real
country their profile represents. As an extension, have students locate that country on a world map. Refer to the Teacher Key on page 19
for the actual countries with their profile information.
NOTE: Please refer to page 3 for an important note regarding facts and figures used in this guide.
increase the challenge, add a cost to the reclamation process. Countries will need to pledge and set aside an amount of cash to fund
To
reclamtion. If you wish you can also assess fines if reclamation does not occur to the satisfaction of the geologists and miners from around
the globe.

e Game Construction
Note About Game Construction:

Construction of the game can be lengthly. However, country packets, country bins, and game boards can all be re-used after initial
preparation.
 Materials
Plastic spoons
12
Plastic drinking straws cut in half
30
Plastic storage containers approximately 12”x 16”x 8”
6
50 Pound bag of sand
1
25 Pound bag of small aquarium gravel
1
Rocks approximately 2”- 3” in diameter
12
Craft sticks
6
Marbles or 1” pieces of wood
30
Timer with alarm
1
Sturdy envelopes 9”x 12”
6
Sets of 20 sheets of paper (8½” x 11”) each set a different color
6

OPTIONAL: To construct game boards and signs, you will need 13 8½” x 14” sheets of colored paper (all the same color)
2Preparation
1. Choose one color paper for each country. You will use this color for the game pieces and energy bucks. For example, the energy bucks
and game pieces for Country #1 will be on blue paper, Country #2 on yellow, etc. The originals for the game pieces are found on pages
21-56. A page of impacts follows each of the commodity pages. The top right or left corner designates each page to a certain country.
2. Copy the game piece pages with the impact symbols on the back so that each game piece is two-sided.
3. Copy and cut energy bucks for each country using the color for that country and the template on page 20. Each country requires a
different number of copies, as reflected in the chart below:
COUNTRY NUMBER OF COPIES NUMBER OF BUCKS

1 3 23,000
2 1 5,000
3 3 20,000
4 4 25,000
5 2 10,000
6 3 17,000
4. Using the same color paper as the game pieces and energy bucks, make six copies of the Country Profiles for each country, found on
pages 12-17, one copy of the Geologist Map on page 58, and one copy of the Impact Worksheet on page 59.
5. Using the same colored paper, make six copies of the Country Comparison Chart for each country, found on page 18. Prepare a copy of
the Country Comparison Chart to project.
6. Prepare a copy of the Job Descriptions and Actions master found on page 11 to project.
7. Cut and laminate the energy bucks and playing cards. Laminate the Country Profiles and Country Comparison Chart, if desired.

Procedure
1. Create a teacher packet, including:

The energy resource cards for all the countries—each country in a separate envelope
copy of the Teacher Key (page 19)
A

Copies of the Job Descriptions and Actions and the Country Comparison Chart masters (optional)
2. Organize the country materials on page 9 into the 9”x 12” envelopes for each country. Label each envelope 1–6 to correspond with the
country number. Place the following into each country’s envelope:

Energy bucks

Industry, technology, and workforce cards (excluding energy resource cards)

Country Profile sheets

Country Comparison Chart

Country Analysis Sheet

Impact Worksheet
Spoons
2
Drinking straw halves
10
3. Create plastic bins representing plots of land for each country. Number the bins 1–6. Each plot of land contains a certain number of
energy resources that can be mined. The marbles or wood pieces represent energy resources. Use the following list as a guide to place
the correct number of energy resources in each country’s bin:

Country 1 7

Country 2 4

Country 3 1

Country 4 10

Country 5 5

Country 6 3
4. Bury the energy resources by filling each plastic bin with three inches of sand, then two inches of aquarium rocks or small pebbles.
5. Place two large rocks and one craft stick on the surface of each plot of land. The rocks represent hills and the craft stick represents a
valley. The layout of these features need not be identical.
OPTIONAL: Enlarge and copy the INTERNATIONAL TRADE CENTER sign (page 60) onto 8½” x 14” colored paper. Laminate for durability.
Enlarge and copy the two game boards (pages 61-62) onto 8½” x 14” colored paper. Laminate each game board for durability.

MASTER
e Job Descriptions and Actions

Geologists
Make a map of the plot of land. Mark hills and differences in
landscape. Locate your country’s energy resources by probing the
soil using a straw. Mark promising sites with a straw. Assist the
miners in reclaiming the land after it is mined. Use your map as a
guide.
Miners
Mine your energy resources using the surface mining method and
the Geologist Map. Remove each layer of earth until you reach the
energy resources. Use the tools to mine the energy resources. You
may not touch them with your hands until they are on the surface.
Bring all mined energy sources to the facilitator or your teacher
to receive energy cards when you hear the signal. Work with the
geologists to reclaim the land.
Economic Advisors
Develop a trading strategy. Decide how many cards your country
needs and how much you are willing to pay for them. Decide how
many cards you can trade and what other countries should pay or
trade for them. Use the Country Comparison Chart to learn about
the other countries. Explain your strategy to your international
traders and tell them what your cards are worth.
International Traders
Persuade other countries to buy, sell, and trade what your country
has or needs. At the signal, report to the International Trade
Center. You will have 90 seconds to conduct your business during
each of the two trading sessions. At the end of each trading
session, return to your economic advisors, and give them the cards
and money for the next strategy sessions.

e Country Profile 1
SIZE 3,806,000 square miles; about half of the size of Russia
POPULATION 326.6 million; average life expectancy is 80 years. There are about 86 people per square mile.
ECONOMY This country currently has one of the strongest economies in the world. The standard of living is considered high, but
emphasis on technology has caused people without an education to make less money. Gross domestic product per
capita is $59,500.
INDUSTRY This country has many different types of businesses and more factories than most other countries. It produces petroleum
products, steel, motor vehicles, telephone service, chemicals, electronics, food, consumer goods, lumber, and mining.
ENERGY This country consumes 97.7 quads of energy per year and imports about 10 percent of the energy it uses. About 63
percent of the country’s electricity generation is fossil fuels, while about 20 percent comes from nuclear energy, and 7
percent from hydropower. The remaining 10 percent is produced by geothermal, wind, biomass, and solar sources.
TECHNOLOGY This country is very successful in space exploration, chemistry, electronics, lasers, plastics, and computers. Robots have
replaced human assembly lines in many factories.
RESOURCES The country has energy resources of coal, natural gas, petroleum, and uranium. Other resources include copper, lead,
phosphates, bauxite, gold, iron, mercury, nickel, silver, tungsten, zinc, and timber.
ENVIRONMENT This country is one of the largest producers of carbon dioxide in the world. It burns fossil fuels, which can cause air
pollution. Other issues are nuclear waste disposal, water pollution, air pollution, acid rain, and lack of freshwater
resources in parts of the country. The country is working to improve air and water quality and protecting its native plants
and animals.
GOVERNMENT Multiparty democracy, constitution-based federal republic
CLIMATE The extreme northern part of the country experiences long, cold winters and short, cool summers. The extreme south
is semi-tropical with no noticeable change in seasons. The eastern part of the country is humid, and the western part is
very dry. The majority of the country is temperate with mild winters and warm summers.
AUTOMOBILES 424 per 1,000 people
LITERACY RATE 99 percent

e Country Profile 2
SIZE 1,269,538 square miles; one-third the size of the United States
POPULATION 1.3 billion; average life expectancy is 69 years. There are about 1,024 people per square mile.
ECONOMY This country has the third largest economy in the world. About half of the people are farmers, but the service industry,
specifically information technology services, is also a major area of the workforce. Portions of the population do not have
enough food and medicine, and some do not have indoor bathrooms. Many challenges exist in the economy, including
a lacking infrastructure, high population, corruption, and high spending, but the country continues to be integrated into
the global economy. Gross domestic product per capita is $7,200.
INDUSTRY The major industries are producing clothing, chemicals, food, transportation equipment, cement, mining, petroleum,
machinery, software, and medicines.
ENERGY This country uses 31.5 quads of energy per year. About 43 percent of that energy is imported from other countries.
About 81 percent of the country’s electricity is generated from fossil fuels, about 3 percent from nuclear, and another 15
percent from hydropower and other renewable sources. This country converts a large portion of waste into energy. This
country experiences power shortages often.
TECHNOLOGY This country’s scientists work to improve power generation and distribution so that the people can have more reliable
electricity. They are also working on better telephone and road systems. Robots are seldom used because there is a large
labor force that needs jobs. Software, machinery, and pharmaceutical technology are highly researched and developed
here. It is the second largest user of cellular technology despite its poor infrastructure.
RESOURCES This country is the third largest coal producer in the world. It also has iron ore, mica, bauxite, titanium, chromite, natural
gas, diamonds, petroleum, limestone, rare-earth elements, and arable land.
ENVIRONMENT The biggest challenge is soil erosion. To feed the large population, forests have been cut down for farming and animal
grazing. This lack of trees causes flooding. Other concerns are groundwater pollution and air pollution. Throughout the
country, tap water is unsafe to drink due to sewage and pesticide run-off.
GOVERNMENT Federal republic
CLIMATE The mountains in the north are permanently frozen due to their altitude. The west coast is a tropical rain forest and is
always hot and wet. The center of the country is semi-desert, which is hot with very little rain. The majority of the country
is hot, but has seasonal rainfall, creating dry and wet seasons.

e Country Profile 3
SIZE 145,882 square miles; about the size of California
ECONOMY This country has the fourth largest economy in the world. The people are hard working and there is a large computer
industry. The people don’t eat a lot of beef or chicken because there isn’t land to raise farm animals. Most people eat
seafood, so the fishing industry is very strong. Most of the people are well fed, receive good health care, and have access
to computers. Gross domestic product per capita is $42,800.
INDUSTRY This is one of the world’s largest producers of motor vehicles. Steel and other metals, electronic equipment, machine
tools, ships, chemicals, clothes, and food are all produced by this country. This country is known for being very productive
and efficient.
ENERGY This country uses 20.4 quads of energy each year, and imports about 90 percent of it from other countries. Transportation
fuels are typically bought from other countries. The electricity it generates mostly comes from fossil fuels (81 percent),
but hydropower (8.2 percent) and other renewable sources (9 percent) are also used. It is the largest importer of coal,
LNG, and the second largest importer of petroleum. This country recently reduced its use of nuclear energy for electricity
generation. Nuclear energy now makes up only 1.7 percentage of this country’s electricity generation.
TECHNOLOGY This country has made many improvements in fuel-efficient automobiles, robotics, communications, cancer research,
biotechnology, high-speed trains, and electronics. Some work has been done with communications satellites.
RESOURCES This country has very few mineral resources. The main natural resources are fish and seafood.
ENVIRONMENT The number one challenge is air pollution from power plants. Other problems include acid rain and water pollution,
both of which are threatening to fish and sea animals. This country’s appetite for fish and tropical timber is contributing
to the depletion of these resources.
GOVERNMENT Parliamentary government with a constitutional monarchy
CLIMATE The weather is temperate with hot, humid weather in the summer and cool temperatures in winter. Most of the land in
this country is very mountainous.

e Country Profile 4
SIZE 772,204 square miles; about one-fifth the size of the United States
ECONOMY Much of this country’s money comes from selling oil to other countries. The majority of the oil production is by a state-
owned company. People who work for the oil companies are very rich, but some of the people are very poor. Often,
oil-related jobs go to foreign nationals. They have good health care and access to standard technology. Gross domestic
product per capita is $54,800.
INDUSTRY The main industries are oil production, petroleum refining, plastics, cement, petrochemicals, construction, fertilizer,
industrial gases, chemicals, and commercial ship and aircraft repair. Almost everything is oil related. Most other materials,
such as machinery, most food, cars, and clothing must be bought from other counties.
ENERGY This country consumes 9.6 quads of energy per year, but produces 29.4 quads per year. It exports roughly 67 percent of
the energy it produces to other countries. All of their energy and electricity (100 percent) is produced by fossil fuels.
TECHNOLOGY Almost all technology is imported, especially the tools for refining oil. This country has recently begun to fund training
and education in science and technology.
RESOURCES This country has the world’s second largest known reserves of oil. It also has reserves of natural gas, iron ore, gold, and
copper.
ENVIRONMENT The biggest environmental challenges for this country are that it is running out of water and more and more land is
becoming desert. The people are working hard to build machines and factories that can remove salt from seawater.
There have also been oil spills near the coast, causing pollution.
GOVERNMENT Monarchy
CLIMATE The weather of the country is harsh, dry desert with great extremes in temperature.

e Country Profile 5
SIZE 471,008 square miles; about twice the size of Texas
ECONOMY This country is a middle-income, developing country, with a large supply of natural resources. It has a well-established
modern infrastructure but struggles with unstable electrical supply and grid management. The stock exchange is the
16th largest in the world. Most of the country’s money is from mining. Some of the people are well fed, receive decent
health care, and have access to standard technologies, but some of the people are very, very poor. Approximately 20
percent of its workforce is unemployed and lives in poverty. Gross domestic product per capita is $13,500, with stark
inequality among its citizens.
INDUSTRY The principal industries are mining, car assembly, metalworking, machinery, clothing, iron and steel, chemicals, fertilizer,
commercial ship repair, and food. This country is the world’s largest producer of gold, platinum, and chromium.
ENERGY This country consumes 6.8 quads of energy per year, but produces 7.2 quads. It exports about 6 percent of its energy to
other countries. About 90 percent of its electricity generation is fossil fuels, 6 percent is nuclear energy, and 5 percent is
hydropower and other renewables.
TECHNOLOGY This country is working to advance its power demand and grid reliability. It has built new power stations to help manage
electricity supply.
RESOURCES This country has a lot of gold, chromium, coal, iron ore, manganese, nickel, phosphates, tin, uranium, gem diamonds,
platinum, copper, vanadium, salt, and natural gas.
ENVIRONMENT The main challenge in this country is lack of water. Many rivers are polluted, so the government often asks, and sometimes
forces, people to use less water. Also, it has challenges with air pollution, acid rain, and soil erosion, all of which are
causing more land to become desert-like.
GOVERNMENT Republic
CLIMATE The western half of the country is desert or semi-desert. The rest of the country is subtropical and has sunny days and
cool nights.

e Country Profile 6
SIZE 94,525 square miles; slightly smaller than Oregon
ECONOMY This country is one of the world’s great trading powers. This country is ranked in the top 10 in the world economically.
The people are well fed, get good health care, and have access to advanced technology. Gross domestic product per
capita is $44,100.
INDUSTRY The main industries are machinery, equipment for power companies, factories and railroads, shipbuilding, aircraft, cars
and car parts, electronics and communications, metals, chemicals, coal, petroleum, paper and paper products, food,
clothing, and other consumer goods.
ENERGY This country consumes 8.3 quads of energy per year, but it only produces 5.2 quads. It must import about 37 percent
of its energy from other countries. 52 percent of the electricity it generates comes from fossil fuels, just over 21 percent
from nuclear energy, and roughly 27 percent from renewables, including hydropower. This country had once been a
net exporter of fossil fuels but has recently begun relying on imports to balance production and consumption with
declining reserves and concern for environmental impacts from drilling.
TECHNOLOGY This country does a lot of research through the military and defense. People from this country developed steam-powered
engines and discovered DNA. Other research includes astronomy, superconductivity, and lasers.
RESOURCES This country has large reserves of coal, petroleum, natural gas, tin, limestone, iron ore, salt, zinc, clay, chalk, gypsum, lead,
silica, slate, and arable land.
ENVIRONMENT This country is a world leader in reducing greenhouse gas emissions. The government has also focused on reducing
industrial, commercial, and household wastes that go into landfills.
GOVERNMENT Constitutional monarchy and commonwealth realm
CLIMATE Temperate conditions with mild winters and warm summers are the standard; there is rain year round.

www.NEED.org
e Country Comparison Chart
Global Trading Game

Country 1 Country 2 Country 3 Country 4 Country 5 Country 6
Size (Square Miles) 3,806,000 1,269,538 145,882 772,204 471,008 94,525
Population 326.6 million 1.3 billion 126.5 million 28.6 million 54.8 million 65.6 million
©2018 The NEED Project

Density 86 1,024 867 37 116 694
(People per square mile)
Gross Domestic Product per $59,500 $7,200 $42,800 $54,800 $13,500 $44,100
Capita (PPP)*
Standard of Living High Low High Very high for most, Middle High
Very low for some
Energy Balance Imports about 10.4% Imports about 43% of Imports about 90% of Exports about 67% of Exports about 6% of Imports about 37% of
of energy used energy used energy used energy produced energy produced energy used
Annual Energy Use 97.73 quads 31.5 quads 20.4 quads 9.6 quads 6.8 quads 8.3 quads
(quad = quadrillion Btu)
Energy Production 87.54 quads 18.1 quads 2.0 quads 29.4 quads 7.2 quads 5.2 quads
Fossil Fuels 62.8% 81.2% 81.1% 100% 89.7% 52.1%
Electricity Generation
Uranium (nuclear) 20.0% 2.6% 1.7% 0% 5.9% 21.1%

by Source
Hydropower 7.3% 9.3% 8.2% 0% 1.6% 2.5%

Other Renewables (biofuels, 10.2% 6.9% 9.0% 0% 2.8% 24.3%
waste, solar, etc.)
Literacy Rate 99% 71% 99% 95% 94% 99%
Environmental Issues Acid rain; air, water Soil erosion, Air and water Lack of water, Water conservation Leader in air pollution
and soil pollution deforestation, pollution, acid rain, desertification, and pollution, reduction
pollution, exposure over fishing pollution desertification,
to disease, lack of erosion, soil,
clean water pollution
MASTER
18
19
e Teacher Key
Country 1 Country 2 Country 3 Country 4 Country 5 Country 6
Country Name United States India Japan Saudi Arabia South Africa United Kingdom
Size (Square Miles) 3,806,000 1,269,538 145,882 772,204 471,008 94,525
Population 326.6 million 1.3 billion 126.5 million 28.6 million 54.8 million 65.6 million
Density 86 1,024 867 37 116 694
(People per square mile)
Gross Domestic Product per $59,500 $7,200 $42,800 $54,800 $13,500 $44,100
Capita (PPP)*
Standard of Living High Low High Very high for most, Middle High
Very low for some
Energy Balance Imports about 10.4% Imports about 43% of Imports about 90% Exports about 67% of Exports about 6% of Imports about 37% of
of energy used energy used of energy used energy produced energy produced energy used
Annual Energy Use 97.73 quads 31.5 quads 20.4 quads 9.6 quads 6.8 quads 8.3 quads
(quad = quadrillion Btu)
Energy Production 87.54 quads 18.1 quads 2.0 quads 29.4 quads 7.2 quads 5.2 quads
Fossil Fuels 62.8% 81.2% 81.1% 100% 89.7% 52.1%
Generation
Uranium (nuclear) 20.0% 2.6% 1.7% 0% 5.9% 21.1%

Electricity
by Source
www.NEED.org
Hydropower 7.3% 9.3% 8.2% 0% 1.6% 2.5%
Other Renewables (biofuels, 10.2% 6.9% 9.0% 0% 2.8% 24.3%
waste, solar, etc.)
Literacy Rate 99% 71% 99% 95% 94% 99%
Global Trading Game

Environmental Issues Acid rain; air, water Soil erosion, Air and water Lack of water, Water conservation Leader in air pollution
and soil pollution deforestation, pollution, acid rain, desertification, and pollution, reduction
pollution, exposure over fishing pollution desertification,
to disease, lack of erosion, soil,
clean water pollution
Number of Cards
©2018 The NEED Project

Energy Resource 7 4 1 10 5 3
Industry 11 2 8 4 2 5
Technology 8 1 8 2 3 6
Workforce 7 12 5 1 2 3
Energy Bucks 23,000 5,000 20,000 25,000 10,000 17,000
COUNTRY 1
RESOURCES

COUNTRY 1
RESOURCE IMPACTS

COUNTRY 1
INDUSTRY

COUNTRY 1
INDUSTRY IMPACTS

COUNTRY 1
TECHNOLOGY

COUNTRY 1
TECHNOLOGY IMPACTS

COUNTRY 1
WORKFORCE

COUNTRY 1
WORKFORCE IMPACTS

COUNTRY 2
RESOURCES

COUNTRY 2
RESOURCE IMPACTS

COUNTRY 2
INDUSTRY/TECHNOLOGY

COUNTRY 2
INDUSTRY/TECHNOLOGY IMPACTS

COUNTRY 2 WORKFORCE

COUNTRY 2 WORKFORCE IMPACTS

COUNTRY 3
RESOURCES

COUNTRY 3
RESOURCE IMPACTS

COUNTRY 3
INDUSTRY

COUNTRY 3
INDUSTRY IMPACTS

COUNTRY 3
TECHNOLOGY

COUNTRY 3
TECHNOLOGY IMPACTS

COUNTRY 3
WORKFORCE

COUNTRY 3
WORKFORCE IMPACTS

COUNTRY 4
RESOURCES

COUNTRY 4
RESOURCE IMPACTS

COUNTRY 4
INDUSTRY/TECHNOLOGY/WORKFORCE

COUNTRY 4
INDUSTRY/TECHNOLOGY/WORKFORCE IMPACTS

COUNTRY 5
RESOURCES

COUNTRY 5
RESOURCE IMPACTS

COUNTRY 5
INDUSTRY/TECHNOLOGY/WORKFORCE

COUNTRY 5
INDUSTRY/TECHNOLOGY/WORKFORCE IMPACTS

COUNTRY 6
RESOURCES

COUNTRY 6
RESOURCE IMPACTS

COUNTRY 6
INDUSTRY/WORKFORCE

COUNTRY 6
INDUSTRY/WORKFORCE IMPACTS

COUNTRY 6
TECHNOLOGY

COUNTRY 6
TECHNOLOGY IMPACTS

e Country Analysis Sheet
What are three strengths or assets of your country?
1. _____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
What are three weaknesses or needs of your country?
1. _____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________

e Geologist Map
Draw your country map below.
NORTH
WEST
EAST
SOUTH
e Impact Worksheet
As a group, try to think of one positive impact and one negative impact of increasing each commodity,
then the impacts of decreasing each commodity. Fill in the blanks below with your answers.

INTERNATIONAL
TRADE CENTER

TECHNOLOGY
INDUSTRY
GAME BOARD

ENERGY RESOURCE
WORKFORCE
GAME BOARD

Global Trading Game
Evaluation Form
State: ___________ Grade Level: ___________ Number of Students: __________
1. Did you conduct the entire activity?  Yes  No
2. Were the instructions clear and easy to follow?  Yes  No
3. Did the activity meet your academic objectives?  Yes  No
4. Was the activity age appropriate?  Yes  No
5. Were the allotted times sufficient to conduct the activity?  Yes  No
6. Was the activity easy to use?  Yes  No
7. Was the preparation required acceptable for the activity?  Yes  No
8. Were the students interested and motivated?  Yes  No
9. Was the energy knowledge content age appropriate?  Yes  No
10. Would you teach this activity again?  Yes  No

Please explain any ‘no’ statement below.
How would you rate the activity overall?  excellent  good  fair  poor
How would your students rate the activity overall?  excellent  good  fair  poor
What would make the activity more useful to you?
Other Comments:
Please fax or mail to: The NEED Project

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National Sponsors and Partners
Alaska Electric Light & Power Company Illinois Clean Energy Community Foundation Pepco
Albuquerque Public Schools Illinois International Brotherhood of Electrical Performance Services, Inc.
American Electric Power Foundation Workers Renewable Energy Fund Petroleum Equipment and Services
American Fuel & Petrochemical Manufacturers Illinois Institute of Technology Association
Armstrong Energy Corporation Independent Petroleum Association of New Phillips 66
Robert L. Bayless, Producer, LLC Mexico PNM
BG Group/Shell Inter-County Energy PowerSouth Energy Cooperative
BP America Inc. Jackson Energy Providence Public Schools
Blue Grass Energy James Madison University Quarto Publishing Group
Cape Light Compact–Massachusetts Kansas Corporation Commission Read & Stevens, Inc.
Central Alabama Electric Cooperative Kentucky Department of Energy Development Renewable Energy Alaska Project
and Independence Resource Central
Chugach Electric Association, Inc.
Kentucky Environmental Education Council Rhode Island Office of Energy Resources
Citgo
Kentucky Power–An AEP Company Robert Armstrong
Clean Energy Collective
Kentucky Utilities Company Roswell Geological Society
CLEAResult
League of United Latin American Citizens – Salt River Project
Clover Park School District
National Educational Service Centers
Clovis Unified School District Salt River Rural Electric Cooperative
Leidos
Colonial Pipeline Sam Houston State University
Let’s GO Boys and Girls, Inc.
Columbia Gas of Massachusetts Schlumberger
Linn County Rural Electric Cooperative
ComEd C.T. Seaver Trust
Llano Land and Exploration
ConocoPhillips Secure Futures, LLC
Louisville Gas and Electric Company
Constellation Shelby County RECC
Midwest Wind and Solar
Cuesta College Shell
Minneapolis Public Schools
David Petroleum Corporation Shell Chemical
Mississippi Development Authority–Energy
Desk and Derrick of Roswell, NM Sigora Solar
Division
Direct Energy Singapore Ministry of Education
Mississippi Gulf Coast Community Foundation
Dominion Energy, Inc. Society of Petroleum Engineers
Mojave Environmental Education Consortium
Dominion Energy Foundation David Sorenson
National Fuel
DonorsChoose South Kentucky RECC
National Grid
Duke Energy South Orange County Community College
National Hydropower Association
Duke Energy Foundation District
National Ocean Industries Association
East Kentucky Power Sports Dimensions
National Renewable Energy Laboratory
E.M.G. Oil Properties Sustainable Business Ventures Corp
NC Green Power
Energy Trust of Oregon Taft Union High School District
Nebraskans for Solar
Ergodic Resources, LLC Tesla
New Mexico Oil Corporation
Escambia County Public School Foundation Tri-State Generation and Transmission
New Mexico Landman’s Association
Eversource TXU Energy
NextEra Energy Resources
Exelon United Way of Greater Philadelphia and
NEXTracker Southern New Jersey
Exelon Foundation Nicor Gas University of Kentucky
First Roswell Company Nisource Charitable Foundation University of Maine
Foundation for Environmental Education Noble Energy University of North Carolina
FPL Nolin Rural Electric Cooperative University of Rhode Island
The Franklin Institute Northern Rivers Family Services University of Tennessee
George Mason University – Environmental North Carolina Department of Environmental
Science and Policy University of Wisconsin – Platteville
Quality
Gerald Harrington, Geologist U.S. Department of Energy
North Shore Gas
Government of Thailand–Energy Ministry U.S. Department of Energy–Office of Energy
Offshore Technology Conference Efficiency and Renewable Energy
Green Power EMC Ohio Energy Project U.S. Department of Energy–Wind for Schools
Greenwired, Inc. Oklahoma Gas and Electric Energy U.S. Energy Information Administration
Guilford County Schools–North Carolina Corportation
United States Virgin Islands Energy Office
Gulf Power Opterra Energy
Wayne County Sustainable Energy
Harvard Petroleum Pacific Gas and Electric Company
Western Massachusetts Electric Company -
Hawaii Energy PECO Eversource
Idaho National Laboratory Pecos Valley Energy Committee Yates Petroleum Corporation
Idaho Power Peoples Gas
©2018 The NEED Project www.NEED.org

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Science Social Studies

Math Language Arts

Teacher Advisory Board Permission to Copy

Amy Constant - Schott Robert Lazar

2 ©2018 The NEED Project Global Trading Game www.NEED.org

©2018 The NEED Project Global Trading Game www.NEED.org 3

Next Generation Science Standards

Common Core State Standards

Individual State Science Standards

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Classroom Management Tip:

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8 ©2018 The NEED Project Global Trading Game www.NEED.org

Note About Game Construction:

COUNTRY NUMBER OF COPIES NUMBER OF BUCKS

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10 ©2018 The NEED Project Global Trading Game www.NEED.org

e Job Descriptions and Actions

©2018 The NEED Project Global Trading Game www.NEED.org 11

GOVERNMENT Multiparty democracy, constitution-based federal republic

AUTOMOBILES 424 per 1,000 people

LITERACY RATE 99 percent

12 ©2018 The NEED Project Global Trading Game www.NEED.org

GOVERNMENT Federal republic

AUTOMOBILES 12 per 1,000 people

LITERACY RATE 71 percent

©2018 The NEED Project Global Trading Game www.NEED.org 13

GOVERNMENT Parliamentary government with a constitutional monarchy

AUTOMOBILES 453 per 1,000 people

LITERACY RATE 99 percent

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AUTOMOBILES 139 per 1,000 people

LITERACY RATE 95 percent

©2018 The NEED Project Global Trading Game www.NEED.org 15

AUTOMOBILES 112 per 1,000 people

LITERACY RATE 94 percent

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GOVERNMENT Constitutional monarchy and commonwealth realm

AUTOMOBILES 457 per 1,000 people

LITERACY RATE 99 percent

©2018 The NEED Project Global Trading Game www.NEED.org 17

Global Trading Game

©2018 The NEED Project

Uranium (nuclear) 20.0% 2.6% 1.7% 0% 5.9% 21.1%

Hydropower 7.3% 9.3% 8.2% 0% 1.6% 2.5%

Uranium (nuclear) 20.0% 2.6% 1.7% 0% 5.9% 21.1%

Global Trading Game

©2018 The NEED Project

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