Grade 5 economics unit with common core module by Half Hollow Hills Schools

Unit: Economics

Duration: 6 - 8 Weeks

Standard 4, Economics Use a variety of intellectual skills to demonstrate understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Essential Questions  Why have some Western Hemisphere nations been more successful than others in meeting their wants and needs?  How are nations in the Western Hemisphere economically interdependent? Content (Students will know/understand that . . . )  Societies organize their economies to answer three fundamental questions:  What goods and services should be produced and in what quantities?  How should goods and services be produced?  For whom shall goods and services be produced?  The availability and distribution of resources is important to economic growth.  Production, distribution, exchange, and the consumption of goods and services are economic decisions which all societies and nations must deal with.  Individuals and groups in the Western Hemisphere attempt to satisfy their basic human needs and wants by utilizing capital, natural, and human resources.  Types and availability of resources are important to economic development in the Western Hemisphere.  Nations in the Western Hemisphere form organizations and make agreements to promote growth and development.  Exchanges of technologies, plants, animals, and diseases between and among nations of the Americas and Europe and sub-Saharan Africa have changed life in these regions.  As the economic systems of the global community have been more and more interdependent, decisions made in one nation or region in the Western Hemisphere have implications for all nations or regions.  Personal finance means understanding how to make financial decisions, as well as the consequences of those decisions. Skills (Students will be able to . . . ) Research and Writing  Describe how a product is produced and distributed.  Identify potential economic problems facing Western Hemisphere nations and brainstorm possible solutions.  Write an essay comparing the economies of Mexico and the United States

Graphs, Tables and Image Analysis  Discuss the difference between capital, human, and natural resources and classify each.  Examine photographs to determine goods, services, and means of production  Examine charts on trade statistics in order to compare different nations in the Western Hemisphere. Sequencing and Chronology  Understand that priorities need to be set in order to deal with the issue of scarcity.  Understand that as the world has become “smaller” economics needs and wants have changed.  Define and exemplify a turning point in history. Map and Globe  Use map symbols to locate and identify resources found in different regions of the Western Hemisphere.  Create maps detailing the exchange of goods as a result of the discovery of the New World. Thinking  Identify and compare different types of economies in Western Hemisphere nations.  Identify characteristics shared among economies of Western Hemisphere nations.  Draw conclusions about how individuals, as well as businesses and nations depend on others to help them meet their wants and needs.  Make effective decisions as consumers, producers, savers, investors, and citizens.  Predict future earnings based on current plans for education and career. Interpersonal and Group Relations  Work cooperatively to accomplish a goal and make decisions.  Apply and adapt a variety of appropriate strategies to solve problems. Assessment Unit Assessment DBQ Essay Resources Discovery Education Production Boxes Essential Vocabulary alternative barter budget capitalism capital resources

command economy conservation consumer consumption cost credit currency debt deficit demand economics economic systems entrepreneur export factors of production free trade globalization goods (capital & intermediate) gross domestic product (GDP) gross national product (GNP) human resources industrialization import income (gross and net)

Interdependence interest labor manufacture markets market economy NAFTA natural resources needs producer profit recycle renewable resources scarcity services supply surplus tax (income, sales, property) traditional economy trade-off wage wealth

Unit: Economics

Grade: 5

Overview of Economics Lesson 1 (2 Days) PEGS (Politics, Economics, Geography, and Society Lesson 2 (1 day) Types and Purpose of Economic Systems Lesson 3 (1 day) The Three Economic Questions (Applied) Lesson 4 (2 days) â&#x20AC;&#x201C; United Streaming Video Needs and Wants Lesson 5 (2 days) Resources Trade, Interdependence, and Globalization Lesson 6 (1 day) Bartering Lesson 7 (1 - 2 days) 1492 and the Columbian Exchange Lesson 8 (5 days) Globalization and Interdependence: NAFTA (Common Core Module) Lesson 9 (2 days) US & Mexico Compared (DBQ)

Personal Finance Simulation (10 â&#x20AC;&#x201C; 12 days)

Lesson 1: Overview of Economics (2 days)

Day One 1. Begin the lesson by passing out the PEGS worksheet (1 of 1). Read each question aloud and give students a minute to try and provide an answer before going over each. It will probably help to provide an example for each. a. two ways in which the government affects their lives: examples might include garbage collection, education or traffic laws. b. two ways the environment (geography) affects their lives: they may have a parent who works in NYC and to get there has to cross a bridge or go through the tunnel. c. two things that most people in America have in common: language, children go to school, national holidays. d. two ways we get the things we need and want: shopping, trading with people (barter), stealing, money, and producing them. 2. Transition: Explain to students that all of what they shared are known as the PEGS of their lives. P E G S

Political (1) Economic (3) Geographic (2) Social (4)

3. As a class, read over the chart at the bottom of the page. Then ask students to label each question (from those the top of the page) with the correct letter. Day Two (Computers are optional; magazines and newspapers could be used) 1. Students should have their PEGS charts from the previous lesson. 4. As a class, read â&#x20AC;&#x153;What a Place.â&#x20AC;? (1 of 2) Then have students work in pairs students to label sections with PEGS. As a class, complete the PEGS chart for Halfhollowland. 5. Explain to students that they are going making PEGS in a visual way (2 of 2). They are to draw or find a picture that represents each part of PEGS. They are to draw/ find a total of 5 pictures: a. 1 picture for Politics, 1 picture for economics, 1 picture for Geography, and 2 pictures that represent society. b. For each picture, they are to explain why they have chosen this picture to represent the PEGS.

Economics Lesson 1, Day 1

Name __________________________________

1 of 1

PEGS 1. Name two ways government affects your life.

a. ______________________________________________ b. ______________________________________________ 2. Name two ways the environment (geography) affects your life. a. ______________________________________________ b. ______________________________________________ 3. Name two things that most people in America have in common. a. ______________________________________________ b. ______________________________________________ 4. Name two ways you get the things you need and want. a. ______________________________________________ b. ______________________________________________

Definition

Key Features/Terms

Politics

How government makes decisions

Includes different types of governments, such as democracy, republic, monarchy, and dictatorship

Economics

How people make the decisions about how to get the things they need and want

Includes different types of economic systems, such as traditional, command and market

Geography

Is the study of the environment and how it affects peoplesâ&#x20AC;&#x2122; lives

Includes geographic features such as rivers and mountains, as well as weather and climate

Society

How people live in groups and develop a way of life including customs (common practices) and traditions

Includes religion, language, family structure and values

Name __________________________________

Economics Lesson 1, Day 2 1 of 2

What a Place!

The city of Halfhollowland is a wonderful, clean city. Mountains surround it and two major rivers run through the center of the city. People tend to build their homes near the rivers, but not too close because the river sometimes floods. The people build their homes with mud from the river and often fish in it. The people who live there speak the language of Hailise and all people were required to attend school until they were twenty-one. Education is extremely important to the people of Halfhollowland. The leader of the city is an old, wise woman. She made the laws, but all laws had to be approved by a council of advisors. These advisors and the wise woman are all well respected in the city. Many people in the town work for many long hours. People work so much because they want to buy nice things for themselves and their families. Many times people trade with one another in order to get the goods they need. The wise woman does not control trade. There are some people in Halfhollowland that make more money than others and therefore, they can get more things. If you ever visit Halfhollowland be sure to visit at the end of April. That is when they have the big festival in honor of their goddess. They eat the townâ&#x20AC;&#x2122;s best foods and wear decorative costumes. In is a nice place to visit.

Politics

Economics

Geography

Society

Economics Lesson 1, Day 2

What does PEGS look like?

2 of 2

Directions: Working on your own, you will draw or find a picture that represents each part of PEGS. 1. You are to draw/ find a total of 5 pictures:  1 picture for Politics  1 picture for Economics  1 picture for Geography  2 pictures that represent Society 2. Next to each picture explain why you have chosen this picture to represent the P, the E, the G and the S. Example: You can use a picture of the beach and explain that this is an important part of your environment (G-Geography). The beach has forced you to become a good swimmer and like seafood.

Geography Living near the water means that I had to learn how to swim.

Lesson 2: Types of Economic Systems

1. Begin the lesson by giving out the worksheet (1 of 2). Ask students to provide a description for each. Rock: hard, rough, cool, heavy, dull; Tennis Ball: firm flexible, fuzzy, bouncy, light/bright; Marshmallow squishy, soft, sugary/sweet airy, spongy. 2. Next, read the following out loud to students: Some parents are like the rock — rigid with very strict rules. They try to control children by using threats and punishment. They make the rules and their children have no say about them. Some parents are like the marshmallow — they are very soft on their children and have very few rules or limits. They let the children have whatever they want. Some parents are like the tennis ball — firm, but flexible. They have clear limits, but are flexible based on the needs of the children. They set rules and consequences, but they listen to their children and sometimes let them make their own decisions. 3. Go back to the worksheet and read the next part (on parenting styles) together and go over the chart (at the bottom of the reading). 4. Have students work with a partner to read the parenting scenarios. Quickly go over them. 5. Explain to the class that just like parents have to answer important questions (bedtime, video games) and make decisions, economic systems look to answer important questions too. And depending on the answers, different economic systems exist (just like different parenting styles exist). 6. Handout the Economic Systems worksheet (2 of 2). Read as a class and complete.

Lesson 3: Answering the Three Economic Questions 1. Ask students if they remember the three economic questions. What to produce? How to produce? and For whom to produce? 2. Handout the photograph analysis sheet (1 of 1). (Make as many copies as you need depending on then # of photos you share or the strategy* you use). 3. Display the first image (details follow the lesson) to the students (either via projector or transparency images will work as well). Work with students to analyze the image and to answer the economic questions. 4. Display the second photo and ask students to work with a partner to analyze the second image. Students should then answer questions on the analysis sheet. Discuss response to the second image and discuss the answers to the three basic economic questions. 5. Show students a third image and analyze in order to answer the questions. If time allows, show the fourth image. *Alternative: You can print out pictures and have students work in groups analyzing one (or more).

Background Information for Teachers on Economic Systems

Images for Lesson 3 Image 1

Image 3

Image 2

Image 4

Image 1: Oruro, Bolivia. Open air market on the altiplano. Photo by Ron Edwards. The Peace Gallery. August 2005. Available @ http://www.peacegallery.org/southamerica/bolivia/bolivia02.htm Image 2: Rayoloma, Ecuador. Preparing a community garden. Photo by Carol Tumaylle. The Peace Gallery. August 2005. Available @ http://www.peacegallery.org/southamerica/ecuador/ecuador02.htm Image 3: Suriname: Joshua pulls peanuts in our demonstrative organic garden with some of the kids in Marchall Kreek. Photo by Jeanie Ertl, 2000. The Peace Gallery. 10 August 2005. http://www.peacegallery.org/southamerica/suriname/suriname04.htm Image 4: Ford Motor Company uses robotic plant laser inspection technology assembly on the 2012 Ford Focus at Michigan Assembly Plant. Image available @ http://www.at.ford.com/news/cn/Pages/Ford%20Drives%20Quality%20Through%20100%20Mil lion%20Investment%20in%20Robots%20with%20Special%20Vision.aspx

Economics Unit, Lesson 2, Day 1

Name ________________________________________ 1 of 2

Directions: Provide descriptive words for each object.

Parents have different parenting styles (as you just heard). Some may sound like they are too hard (like the rock), while other parents may sound like they are too easy (like the marshmallow) and some may sound just right, firm, but flexible (like the tennis ball). These different styles have big names (see the chart below), but every parent needs to answer questions about how to treat and raise their children. They have to make decisions about rules and consequences and decide what makes the most sense for them and their families.

Authoritarian

Authoritative

Permissive

Assignment: With a partner, read the following scenarios and identify which parenting style it is. 1. Albert is throwing a ball in the living room and knocks over a lamp. His dad screams at him and tells him he is grounded for a month. __________________ 2. Emily is throwing a tantrum in the grocery store. He mother ignores her and keeps shopping. _____________________________________________ 3. Two children are arguing over who gets the bigger half of the peanut butter sandwich. The mother allows the first child to cut the sandwich and the second child to choose which half they want. ________________________________

Name __________________________________________ Economic Systems

Economics Unit, Lesson 2, Day 2, 2 of 2

Economic Systems: An economic system is the way society organizes the production and consumption of goods and services. Every economic system answers three basic economic questions: What goods and services should be produced? How should the goods be produced? and For whom should the good be produced? How a society answers the three basic economic questions determines the society’s economic system. Historically, there are three types of economic systems: traditional, command, and market economy. These economic systems answer the economic questions in different ways. In an economic system based on tradition, decisions are based on past behavior. In a command economy, decisions are made by a central planning unit, such as the government. In a market economy the basic economic questions are answered in the marketplace, by the people. Most economies contain some features of all three systems, because a mixture best satisfies the economic goals of a society . Production: the act or process of making something. Example: timber used for the production of lumber and paper Consumption: the buying of goods and services Goods: things that satisfy an economic want Services: the work performed by a person for another that does not produce a useful commodity (good)

1. What are the three economic questions every economic system tries to answer? a. b. c. 2. Complete the chart below using information from the reading. Economic System

Definition (How does the system answer the economic questions)

Economics Unit, Lesson 3

Name ________________________________________ Answering Economic Questions

1 of 1

Directions: Look at one of the photographs. Photograph # ____ 1. Where was this photo taken? ________________________________ 2. Describe what you see happening in this photo. ___________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 3. Complete the chart below: What goods and services do you think are being produced? How do you think these goods and services are being produced? (by machine, hand, etc.) Provide evidence. What other information, such as time period, season, economic system, needs, wants, can you gather from the photo? For whom do you think these goods and services are being produced? (for other countries, for community, for the individual) What questions do you have about the photograph? How might you find answers to these questions?

Lesson 4: The Production and Consumption of Goods and Services: Needs and Wants (via Discovery Education) (2 days) Day One 1. Begin the lesson by asking students what “things” they think are essential to their survival. Accept all answers that are shared. Tell the students that they are going to see a video about how economics plays a role in providing some of the things that keep them alive. For much of their lives, many have been saying, “I want . . .” Ask why they think this is so. Explain that in the video, they will see how all of their “wants” have consequences and involve choices that they may or may not have thought about. In addition, they will learn a little more about the economic system we use in the United States, the free market, and see that in many countries people and nations struggle to meet their basic needs. 2. As a class, view the video. The viewing time is 14:40. (You will need to log into Discovery Education @ http://www.discoveryeducation.com/ and search for Economics: The Production, Distribution, and Consumption of Goods and Services: Needs and Wants). You may want to view in advance and use the segment guide to stop the video at different points to further explain and/or help students answer the questions on the worksheet. 3. After viewing the video, have students complete the worksheet (1 of 1). When they are done, go over the answers as a class. ANSWERS What are the basic economic needs? Food and water; shelter; clothing What are some resources used in producing food that we eat? Grocery store; the farmer, land, fresh water, sunshine, air, farm equipment, gas, etc. What are some resources used in building a house? Lumber (trees), construction workers, architect, machinery, nails, land to build one, gas, etc. What are some resources used in making clothing? Famer, sheep, plants, fresh water, sunshine, air, soil, etc. Describe in your own words, how some people in other parts of the world (and in past societies) satisfy their basic needs. Hunting, gathering fruits and nuts, grow their won gardens, make their own clothes, use natural materials to build homes In your own words, describe opportunity cost? Example: “If I spend my money on candy, then I cannot go to the movies” or “If oil is used to make plastic, then it cannot be used to make gasoline.” PROVIDE STUDENTS WITH THE DEFINITION BELOW TO RECORD ON THEIR WORKSHEETS. Opportunity cost: the cost of something in terms of an opportunity not chosen (and the benefits that could be received from that opportunity), or the most valuable alternative (For example, if a city decides to build a hospital on vacant land that it owns, the opportunity cost is some other thing that might have been done with the land and construction funds instead.)

Lesson 4: Needs and Wants: Whatâ&#x20AC;&#x2122;s Important Day Two 1. Handout the worksheet (1 of 2) and have the students (on their own) rank the goods and services in order of importance to them. Have several students share their top 5 and their bottom 5. 2. Read out loud the definitions of goods and services (refer to the video as a reminder of what they have already seen and heard) and ask them to complete the chart. Model one of each before they begin (candy is a good/haircut is a service). Go over the chart. 3. Have students turn the worksheet over (2 of 2) and as class read over the definitions of wants and needs. Have students work on their own to complete the chart. Model one of each before they begin (need a place to live/want a television). Go over the chart. Remind students that in many parts of the world, people struggle to meet their basic needs. Also point out to them the many choices they have in the United States as a result of our free market economy. 4. To close the lesson, have students complete the timeline of their wants.

Economics Unit, Lesson 4, Day 1

Name ____________________________

1 of 1

Directions: Answer the following questions based on what you just saw and heard in the video. 1. What are the basic economic needs? a. _______________________________ b. _______________________________ c. _______________________________ 2. What are some resources used in producing the food that we eat? _____________________________________________________________ _____________________________________________________________ 3. What are some resources used in building a house? _____________________________________________________________ _____________________________________________________________ 4. What are some resources used in making clothing? _____________________________________________________________ _____________________________________________________________ 5. Describe in your own words, how some people in other parts of the world (and in the past) satisfy their basic needs. _______________________________________________________________ _______________________________________________________________ 6. In your own words, describe opportunity cost. _______________________________________________________________ _______________________________________________________________

Opportunity Cost: ________________________________________________________ ________________________________________________________

Economics Unit, Lesson 4, Day Two

Name ____________________________

1 of 2

Directions: Rank the following in order of importance to you. Number 1 would be the most important and number 20 would be the least important. _____ candy

_____ winter coat

_____ television

_____ road repairs

_____ potato chips

_____ garbage collection

_____ video games

_____ medical care

_____ school

_____ a place to live

_____ pizza

_____ drinking water

_____ haircut

_____ friends

_____ shoes

_____ telephone

_____ bicycle or skateboard

_____ a pet

_____ vegetables

_____ cookies

Goods: things that satisfy an economic want Services: the work performed by a person for another that does not produce a useful commodity (good) Directions: Go back and look at the columns above. Which ones are goods? Which are services? Complete the chart below.

Goods candy

Services haircut

Economics Unit, Lesson 4, Day Two 2 of 2

Needs: refers to those goods and services that are essential, such as food, clothing and shelter Q: What does essential mean? __________________________________________ Wants: refers to those goods and services that people would like to have to improve the quality of their lives, such as education, security, health care and entertainment Directions: Go back and look at the columns. Which ones are needs? Which are wants? Complete the chart below.

Needs

Wants

Directions: The timeline below represents your whole life from infancy to old age. Fill in the blanks with something you wanted or will want at each age.

1 5 10 15 20 25 30 40 50 60 70 80

Lesson 5: Resources, From Boxes to Sheep (2 days) Day 1 1. Explain to students that they will be working in groups to produce something. Divide the students into groups of 3 to 4 students. Give each group a Production Box*. 2. Have students open the boxes and name the things in the box. As students name items, list them on the board. Explain that all of these items can be used to produce goods and services. Some items are called productive resources and some are called intermediate goods. (Handout the work sheet (1 of 1) and go over definitions as they come up.) 3. Define intermediate goods and ask how many students have ever made cookies. Explain that when you make cookies, you use flour. Flour is made from wheat which can be used to make other goods such as cookies. Flour is an intermediate good because it is made by people and used up in the production of other things. 4. Next ask how many have ever made a paper airplane. Point out that people make paper from wood pulp; paper is used to produce other things, such as a paper airplane. Paper is an intermediate good. a. Give an example of an intermediate good found in the Production Boxes (paper clip, rubber bands, glue, toilet paper roll, paper) b. Ask why the items are intermediate goods (they are each things that were made by people and that will be used in the production of other things) 5. Explain that other items in the Production Boxes are productive resources. In their boxes are two types of productive resources: natural resources and capital goods. Ask students for example of natural resources found in the Production Boxes (seashells, rice, pine cones, acorns, stones, nuts, leaves) 6. Read over the definition of capital goods and explain that the desks, school building, whiteboards, etc. are examples of capital goods (they produce education). Ask for examples of capital goods found in the Production Boxes (scissors, markers). 7. Tell students that they will work in groups to produce products using the resources and intermediate goods found in their Production Boxes. 8. After 15 minutes, have each group share their product with the class. As they present, ask: a. What items were used to produce the goods? b. Did they use something not found in the production box to produce their good? (example: desks, sunlight, lights) â&#x20AC;&#x201C; If not noted, point out that the students themselves were used to produce the goods. 9. Close the lesson by asking students to vote on their favorite group product.

*Production Boxes: one small box for each group. In the box include the following items: scissors, markers, and glue; paperclips, rubber bands, pine cones, acorns, nuts, seashells, stones, rice, leaves, toilet paper roll (substitute resources as you need to, but make sure all boxes have the same resources)

Day 2 1. Handout the Day 2 worksheet (1 of 2) and read the definition of human resources. Ask students to list three examples of human resources working at school. 2. Remind students of the previous lesson and as a class read over the definitions of productive resources, natural resources, and capital goods and ask them to provide examples of each. Ask if every group produced the same product and then ask why. Briefly discuss. 3. Have students look at the sheep on the worksheet (you may want to make as a transparency, too). Explain that a sheep is a natural resource. The picture identifies many parts of the sheep that are used to produce goods. Ask students to work with a partner and complete the boxes on the worksheet. a. Wool: felt, blankets, carpets, cloth, sweaters, bags, hats, scarves, gloves b. Leather: coats, shoes, bags, belts, gloves c. Milk: yogurt, cheese, cream, butter d. Meat: ground meat, sausages, chops, fat for cooking e. Excrement: manure, fertilizer, fuel for heating 4. After going over student answers, have them get back into their groups from the previous lesson. (2 of 2) Each group will be assigned a natural resource, capital good, human resource, or intermediate good. The group should draw a picture of the resource. All members work to identify things that can be produced with the resource. One member of the group should list all of the products on a sheet of paper. Assign each group one of the following a. Natural Resources: wood, water b. Capital Good: computer, truck c. Human Resource: carpenter, teacher d. Intermediate good: chocolate, steel 5. Give students 10 minutes to work and then share. Suggested answers include: a. Wood: fuel, furniture, shelter, toys, wagons b. Water: drinking, bathing, cleaning, cooking, swimming c. Computer: write stories, web design, search for information d. Truck: deliver things, move things, pull things e. Carpenter: builds, fixes f. Teachers: teach, tutor, build, fix g. Chocolate: candy, hot chocolate, cookies, cake h. Steel: buildings, road signs, tools, knives, scissors 6. Close the lesson by having students complete the bottom of the worksheet on their own.

Economics Unit, Lesson 5, Day 1 (1 of 1)

Name ____________________________ From Boxes to Sheep

Producer: one who grows agricultural goods or manufactures materials into goods Production: the act or process of making something. (Example: timber used for the production of lumber and paper) Productive resources: the natural resources, human resources, and capital goods available to make goods and services Intermediate goods: things that are made by people and used up in the production of other goods and services. Natural resource: “gift of nature,” naturally occurring materials that are useful to people (examples: land, water, air, coal) Capital goods: things produced and used over and over to produce other goods and services Human resources: the quantity and quality of human effort directed toward producing goods and services.

Directions: You will work in groups to produce a product using the resources and intermediate goods found in your Production Boxes. a. b. c. d.

You may produce only one product You will have 10 – 15 minutes to work You should be as creative as possible A group reporter should be prepared to tell the class about your product

What items were used to produce the goods?

Did you use something not found in the production box to produce your good?

Which good/product did you like the most? Explain why. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Name ____________________________

From Boxes to Sheep

Economics Unit, Lesson 5, Day 2 (1 of 2)

Human Resources: are the quantity and quality of human effort directed toward producing goods and services. List three examples of human resources working at school. 1. _________________________________________ 2. _________________________________________ 3. _________________________________________ In each box, write the goods that can be produced from each sheep product.

Wool

Leather/Hide

Excrement

Meat

Milk

Economics Unit, Lesson 5, Day 2 (2 of 2)

Your group has been assigned: _______________________. 1. Draw a picture of your resource.

2. Work together to identify things that can be produced with the resource. List at least three things: a. ______________________________________ b. ______________________________________ c. ______________________________________

Working on your own, answer the following questions: 1. Define human resource.

2. Define natural resources.

3. What are intermediate goods?

4. What are the resources used to produce a pairs of jeans?

Lesson 6: Bartering (*You will need to prep for this lesson several days in advance; see note below)

1. Arrange the room (if possible) so that desks are in a circle. The area in the center will serve as the trading floor. Set up a table to display student items. 2. Begin class by asking students, “If you didn’t have money, how would you get the goods and services you want?” (By trading a good for another good or service). 3. Tell students that the direct trading of goods and services without the use of money is called barter and that they are going to participate in an activity to illustrate this. Handout the worksheet (1 of 2) and read the top as a class. Then have students read the newspaper article. Ask the following questions when they are finished: a) What is the source? b) Who is the author? c) What is the main idea of this article? d) What is one detail that supports the main idea? 4. Go over the answers as a class and then ask students to place the items they brought in on the table. Give students a few minutes to view all of the items. 5. Give out the Transaction Sheet (2 of 2) and have students fill in the name of the item they want to get when they trade. Explain that it may take several trades (i.e. transactions to get what they want). 6. Give students two minutes to exchange their item for the ones they want. Then have them fill in the information for transaction #1. Have them check the first column if they got what they wanted (first or second choice). Have students check the second column if they traded for another item. Have students check the third column if they did not trade. 7. Students who got their first or second choices should remain seated. Give the rest of the class two minutes to complete a second transaction. 8. Repeat until three rounds have been completed. Have students who have been successful at any point remain seated. 9. Have students complete the bottom of the Transaction Sheet. Tell them that when two people trade, they both expect to gain. Was this true in their experience? Poll the class. 10. To close the lesson, have them complete the questions on the bottom of the transaction worksheet. Conclude by telling students that it today’s world (connect to the news article) it would be very hard to barter to satisfy all of their wants. Most people specialize in producing a few goods or services. Almost everything they want is provided by other specialists and sold to them. This means people depend on one another. Interdependence means people need each other to help satisfy their wants.

*One week before the lesson, send home family letters (sample provided) explaining the purpose of this activity and emphasizing the fact that the items brought to school WILL NOT be returned.

Name ____________________________

Economics Unit, Lesson 6, Day 1 (1 of 2)

People trade for goods and services by using barter or by using money. Bartering is the direct exchange of goods and services between people, without using money. When two people trade with one another, they both expect to gain. In Colonial America, farm families were fairly self-sufficient and most wants were satisfied within the family itself. A farmer with an apple orchard might have had his horse shod (to put on the horses shoes) by the blacksmith in exchange for several bushels of apples. But suppose the blacksmith didn’t like apples and he wanted boots instead? In that case, the farmer would take his apples to the boot-maker and hope that he would trade a pair of boots for several bushels of apples. Afterwards, the farmer could go back to the blacksmith and have his horse shod in exchange for boots. Today, we rely on a money system to acquire goods and services, although in some places bartering is still conducted as a way of satisfying needs and/or wants.

Directions: Read the article below.

Bartering is Becoming a Big Deal

Saturday, April 28, 2012

By Eric Spitznagel When Toronto financial planner Shannon Simmons offered her expertise to a professional clown, it wasn't exactly business as usual. After giving financial advice to her new client Simmons received trapeze lessons. Surprisingly, it isn't the weirdest way that Simmons has been paid in the last year. Since leaving her job at large company in 2010 to work for herself, she's been compensated with a lesson in butter churning, a large bag of toiletries and a chance to perform with the University of Toronto cheerleaders. "I had a guy come up to me once and say, 'I'm a fire-breather and I'd like to barter with you,' " Simmons says. “I was like, 'I don't think I can say no to that.' " She ended her experiment in November, and not a moment too soon. She's broke, she says, and not sure if she could survive much longer with a barter-only business model. "It's a great idea in theory," she says. "But there are things you don't think about. ... You can't barter with your landlord. Trust me, I tried." According to the International Reciprocal Trade Association the U.S. barter market is a staggering $12 billion annually. In other words, $12 billion worth of goods and services are traded every year without any money changing hands. Dave Evans, a Barter Business Unlimited member has bartered tickets to New York Yankees championship games and Lady Gaga concerts, and in exchange he's received everything from a fresh paint job at a company building to an office alarm service.

Economics Unit, Lesson 6, Day 1 (2 of 2)

BARTERING Transaction Sheet

Name ______________________________________________________________ Item to be traded ____________________________________________________ Item I want: 1st Choice: _______________________________________________ 2nd Choice: _______________________________________________ Got another item Got 1st or 2nd Did not trade Choice Item 1st Transaction 2nd Transaction 3rd Transaction After the rounds are completed, check the following: _____ I bartered and got what I wanted (my first of second choice) the first time. _____ I bartered and got what I wanted after two or more tries. _____ I bartered but I didn’t get my first or second choice. _____ I was not successful and still have the item I brought to school.

1. What item did you want? Did you get it? 2. If you did not get what you wanted, why not?

3. What were some of the problems you faced during the activity?

4. What would have made your trading easier?

5. Write two sentences to describe what you learned from this activity.

Date _________________________________

Dear Family, Our class is going to be conducting a bartering activity. In order for this activity to be a success, each student will need to bring an item to class that can be traded. These items will not be returned. Please help your child select something that he or she has at home and is willing to trade. Examples include baseball cards, costume jewelry, a t-shirt, or a small toy. Remember, this item will not be returned, but will be traded for another studentâ&#x20AC;&#x2122;s item. Items should be brought to school by ________________________. Thank you for your help. Sincerely,

Lesson 7: 1492 and the Columbian Exchange (1 – 2 days) 1. Write the following quote on the board, “Before 1492, there were no tomatoes in Italy, no pineapples in Hawaii, no potatoes in Ireland, no oranges in Florida and no cows in Texas.” Read out loud and ask students to think about why these crops/animals were missing in these areas before 1492. Ask students to share their thoughts. 2. Handout the Columbian Exchange reading (1 of 4). As a class, read and answer the questions, emphasizing that it is the arrival of Columbus in the New World in 1492 that brings about this exchange. Ask students what they think a turning point in history is. (Generally, it is an event or point at which a very significant change occurs; a decisive moment; a time when everything BEFORE is significantly different than everything AFTER). On the map, have students draw a visual representation of the Columbian Exchange using information from the reading. 3. Next have students work with a partner looking at the chart (2 of 4) of crops and animals and have them try to determine where each originated. (An example of each is provided and a key is attached). Go over the answers to the chart as a class and then over the questions at the end: a. Why do you think different crops grew in different areas? b. What are some things that would have been missing in the New World if we had visited it in 1492? c. What changed in 1492 that brought new crops, animals, and disease to the New World? (If you are doing as two days, this is a good place to break between the two) 4. Ask students if anyone has ever had a Reese’s Peanut Butter Cup? Explain that without the Columbian Exchange we would not have chocolate. (While cocoa and peanuts are native to the Americas, sugar is not – therefore there is no such thing as chocolate as we know it prior to the 1500s. As a matter of fact, the first European explorers were Portuguese [Henry the Navigator is one of the most famous ones] and were exploring the islands off their coast [in the Atlantic] as places to extend sugar cultivation. The discovery of the New World led to huge sugar plantations in the Caribbean and the “need” for slave labor in the Americas to harvest this VERY labor-intensive crop). Tell students that today the world is very much interconnected and people and nations are dependent upon one another to meet their needs. This is known as interdependence. 5. Handout one of the three graphs to each student (3 of 4). Have students work independently to examine the graph and answer the questions. Go over their answers and help them to draw the following conclusions: the world is connected by trade; the Columbian Exchange played a key role in the exchange of goods. 6. Close the lesson by completing the Turing Point chart(4 of 4). This will give students a chance to process their learning, but it may be helpful to create as a transparency and work through it together as a class.

Name ____________________________

Economics Unit, Lesson 7 (1 of 4)

The Columbian Exchange The Columbian Exchange was one of the most important events in the history of the world. So much so that historians refer to it is as turning point in history. The term is used to describe the exchange of plants, animals, foods, people, ideas, and disease between the Eastern Hemisphere (the Old World) and Western Hemisphere (the New World) that occurred after 1492. The Columbian Exchange greatly affected almost every society on earth: the arrival of diseases in the Americas destroyed many cultures and civilizations, yet new crops and livestock helped the populations of Europe, Africa, and Asia to grow. Before the Columbian Exchange, there were no oranges in Florida, no bananas in Ecuador, no paprika in Hungary, no tomatoes in Italy, no pineapples in Hawaii, no rubber trees in Africa, no cows in Texas, no chili peppers in India, and no chocolate in Switzerland. Even the dandelion was brought to America by Europeans for use as an herb! On the map below, draw a visual representation of the Columbian Exchange using information from the reading above.

Name ____________________________

Economics Unit, Lesson 7 (2 of 4)

Directions: Working with a partner, circle those things you think originated in the Old World (Europe, Africa, Asia) and put an X through those that you think originated in the New World (North and South America).

1. Why do you think different crops grew in different areas?

2. What are some things that would have been missing in the New World if we had visited it in 1492?

3. What changed in 1492 that brought new crops, animals, and disease to the New World?

Answer Key

New World

Old World

Economics Unit, Lesson 7 (3 of 4)

Name __________________________________________ Banana Production Worldwide, 2012 (in millions of tons each year)

a. In what part of the world do bananas originate? b. Which of the nations on the graph are Old World countries? c. Which of the nations on the graph are New World countries? d. In 2010, which nation was the world’s biggest producer of bananas?

Name _________________________________________

Economics Unit, Lesson 7 (3 of 4)

World Coffee Production, 2010/11

a. In what part of the world does coffee originate? b. Which of the nations on the graph are Old World countries? c. Which of the nations on the graph are New World countries? d. In 2010/11, which nation was the world’s biggest producer of coffee?

Economics Unit, Lesson 7 (3 of 4)

Name ______________________________________________ World Orange Production, 2010

a. In what part of the world did oranges originate? b. Which of the nations on the graph are Old World countries? c. Which of the nations on the graph are New World countries? d. In 2010, which nation was the world’s biggest producer of oranges?

Economics Unit, Lesson 7 (4 of 4)

Name ____________________________

Before 1492

Turning Point: Christopher Columbus Discovers the New World

Columbian Exchange

After 1492

Lesson 8: Globalization and Interdependence (NAFTA) – 5 days CCSS: RI.5.1-4, 5 and 8; SL.5.1; L.5.4-6.; W.5.1

Day 1 1. Interdependence can be defined in multiple ways, but generally the concept includes these key points: a. People/nations needing each other to help satisfy their wants b. Dependence between two or more people, groups, or things c. A relationship of mutual dependence 2. Handout the first worksheet (1 of 6) and have students look at the synectic box (#1) and complete on their own. (Three of the boxes combine to give a comprehensive definition of interdependence). Go over with students and have them share their explanations. 3. Next have students complete #2 so that they can come up with a definition of interdependence using their own words. Go over their work and then read the bottom. In order for students to better understand globalization, have students complete the globalization worksheet (2 of 6). Go over as a class. 4. If necessary, pre-teach the Tier 3 vocabulary students will encounter on Days 2 and 3: profit, labor, global economy, culture, environment, minimum, humane and humankind.

Day 2

A close reading of “NAFTA: Positive or Negative for the Global Economy?” a. Handout the reading passage to students. Read out loud the text and have students follow along. (3 of 6 ) b. Students then read the text independently. c. Ask the guiding questions of for the first half of the text (stopping before the paragraph that begins, “There is a very positive . . . “) and have students complete the tasks for the first part of the text. (4 of 6)

Day 3

A close reading of “NAFTA: Positive or Negative for the Global Economy?” a. Introduce the text under discussion (the second half) and then have students read independently. (i.e. continue the reading from the day before). b. Either the teacher or a skillful reader then reads the passage out loud to the class as students follow along in the text. c. Teacher asks the class to discuss text-dependent questions (from 4 of 6) and perform targeted tasks about the passage, with answer in the form of annotations to the text.

Day 4 1. Students should now have a very good understanding of interdependence and globalization. Give out the NAFTA worksheets (5 of 6). Have a student read aloud the excerpt from the preamble of NAFTA. Help students to define the underlined words. Ask the following questions out loud: a. Which 3 countries made the agreement? b. Based on what you read, what are the three countries agreeing to do? c. Based on what you know about the location of these three countries, why might it make sense for them to have an agreement? d. How is this agreement an example of interdependence? e. Ask students to write down what they think NAFTA is (using their own words). Go over their responses and read over the definitions of exports and imports. These are terms they will need to know. 2. Have students work in groups to examine the map and charts. Collectively they show the trade relationship among the three nations, but also reveal that all three nations also trade with other countries around the world. Students will work with a partner (or in small groups) and examine statistics about trade in North America. Using post-its, they will write down two questions (for each of the four pieces of informational text) that could be asked using the information that they see. On the back of the post-it, they are to write down the answers. When they are finished, have them trade and answer another groupâ&#x20AC;&#x2122;s questions. (Alternatively, give each student just one of the four and have the student work independently to write questions. Then you could project the images on an overhead and have students come up and ask the class questions). An example is provided on their worksheets.

Day 5 Students will complete the graphic organizer (6 of 6) evaluating whether NAFTA is positive or negative for the global economy. Students should use the information from the previous four lessons to complete the organizer. To close, they should write a persuasive paragraph on whether NAFTA should remain in effect.

Economics Unit, Lesson 8, (1 of 6)

Name ____________________________ 1. Three of these boxes have something in common. Place an “X” in the box that does NOT belong with the other three. Explain why you placed an “X” on the box in the space below the boxes. People/nations needing each other to help satisfy their wants

Dependence between two or more people, groups, or things

People/nations working independently

A relationship of mutual dependence

Explanation: _______________________________________________________ _______________________________________________________________ 2. Three of the boxes above combined to provide you with a definition of interdependence. Using this information, complete the graphic organizer below.

Definition (In your own words)

Use the word in a meaningful sentence.

Synonyms or What does interdependence remind you of?

Interdependence

In your life, what is an example of interdependence?

3. Economists, people who study the production and distribution of resources, goods, and services, also study interdependence and globalization.

Globalization refers to the increased flow of trade, people, money, technology, culture, and ideas among countries across the world.

Economics Unit, Lesson 8, (2 of 6)

Name ____________________________

McDonald’s in China

Wal-Mart in Mexico

Globalization refers to the increased flow of trade, people, money, technology, culture, and ideas among countries.

_____________ is something that reminds me of globalization because

Globalization How does the image on the left demonstrate the concept of globalization?

Exports goods sent to another country for sale Imports goods brought into a country for sale

3 of 6

The Text: NAFTA: Positive or Negative for the Global Economy? Exemplar Text â&#x20AC;&#x153;Have you ever thought about making money? I have a friend who, when she was 7, wanted to start a lemonade stand. Her mom wanted to teach her the value of a dollar. She told her that to sell lemonade she would have to buy the lemons and pay her the sugar. Well, soon my friend figured out that if she sold water and the wild onions from her yard instead, she wouldn't have to pay her mom for the supplies. This way, any money she made from her sales was strictly profit. That's pretty good business sense even for a 7 year-old. Answering the three basic economic questions, where you'll get your goods and services, how you'll pay for labor, and to whom you'll sell your product, may be simple when you're just talking about a lemonade stand. But nowadays, American companies cross borders, sail over oceans and mix in politics to help create what is now called "a global economyâ&#x20AC;? where we are all interdependent.â&#x20AC;?

godisherenow.wordpress.com

Vocabulary

to rely on one another

ask.com

There are many ways in which business between countries has an impact. Trade always existed across the borders of the United States, Mexico and Canada, but goods could not move freely because of tariffs. People wanted goods made in other countries, but tariffs make foreign goods more expensive than those made at home. Governments use the money collected to provide services for their citizens. Corporations in one country always employed workers to manufacture goods that they sell to other countries.

taxes placed by a government on goods that come from another country

Today Mexico, the United States, and Canada are interdependent. In 1994, the United States, Mexico and Canada created the North American Free Trade Agreement (NAFTA), a "partnership" that opened up more trade between these three countries. With NAFTA, the tariffs have gradually been taken away. It sounds simple, but the effects on employment, culture, the environment and the future of the global economy are huge

exchange of goods between nations without restrictions the act of hiring a person for work

There is a very positive effect of NAFTA for America. By taking its factory to Mexico, an American company pays lower wages because the minimum wage in Mexico is lower money paid for work than in the U.S. Foreign businessmen also take advantage of the environmental laws of Mexico, that are less strict than those in America. These advantages enable the global economy to grow. Because Americans want the best quality products for the cheapest prices, the American consumer benefits from the cheaper labor and less strict laws about a person who buys and uses up goods the environment

Exports to Mexico from Canada

to carry or send abroad especially for sale in another country

truckersnews.com

Foreign Affairs and International Trade Canada internation.gc.ca

But all is not as good as it may sound. Both Mexico and the U.S. feel some negative effects of this free trade agreement. Big American corporations have bought out the businesses that were once Mexican-owned. As a result many workers in the U.S. have their jobs as factories began moving south. Mexican workers are paid less in Mexico for the same jobs American workers do in the U.S. An example of this negative impact of NAFTA can be seen the companies that

manufacture clothing. Businesses like Sun Apparel (that makes the Polo brand) moved to Mexico and shut down factories in El Paso, Texas. Not only did this move make many American workers lose their jobs, but working conditions for the Mexicans sometimes also got worse. The companies that have gone to Mexico do not always have policies that require humane factory environments or fair wages. However, according to one expert on these work sites, most do have safety equipment for their workers and, while the pay rate is lower than here in America, most meet the wage standards set by the Mexican government. By taking U.S. jobs to another country, big corporations can take advantage of not only the cheap labor, but also of fewer laws to protect the environment. Since NAFTA, many U.S. wood companies have entered Mexico for logging. An example is in the Mexican state of Guerrero, 40% (a little under half) of the forests have been clear-cut in the last decade. It seems that profit is valued above everything else. It's up to us to keep an eye on the impact of NAFTA. While free trade may be good in principle, shouldn't we uphold our respect for the planet and for humankind before all else?â&#x20AC;? Quotation and Text adapted from Peskin, Jennifer. â&#x20AC;&#x153;Money Makes the World Go Round? US Trek.org. 28 June 2005. Copyright permission pending http://www.ustrek.org/odyssey/semester2/042101kids/042101jennaftakids.html

remove all the trees at one time

4 of 6

Text Under Discussion Have you ever thought about making money? I have a friend who, when she was 7, wanted to start a lemonade stand. Her mom wanted to teach her the value of a dollar. She told her that to sell lemonade she would have to buy the lemons and pay for the sugar. Well, soon my friend figured out that if she sold water and the wild onions from her yard instead, she wouldn't have to pay her mom for the supplies. This way, any money she made from her sales was strictly profit. That's pretty good business sense even for a 7 year-old. Answering the three basic economic questions, where you'll get your goods and services, how you'll pay for labor, and to whom you'll sell your product, may be simple when you're just talking about a lemonade stand. But nowadays, American companies cross borders, sail over oceans and mix in politics to help create what is now called "a global economyâ&#x20AC;? where we are all interdependent.

Guiding Questions and Tasks for Students What did Jenniferâ&#x20AC;&#x2122;s friend want to do at first when she was 7? Why did she decide to do what she did? Underline or highlight which basic economic question her decision answered.

Why are things more complicated today for American companies? What is a global economy?

Look at the map. Why would it be logical for Canada, Mexico and the U.S. to be interdependent? Match each fold of the flag with the country it represents.

godisherenow.wordpress.com

ask.com

Read this paragraph aloud again. What is the main idea of this paragraph?

What happened in 1994?

Underline and name three details that support the main idea. What is the purpose of a tariff?

Ask your neighbor, â&#x20AC;&#x153;Why was Jennifer Peskin worried about the impact of NAFTA?â&#x20AC;? Predict what the impact of NAFTA might be on employment, culture and the environment.

Text Under Discussion

Guiding Questions for Students If you want students to take notes, distribute the graphic organizer at the end of this lesson.

There is a very positive effect of NAFTA for America. By taking its factory to Mexico, an American company pays lower wages because the minimum wage in Mexico is lower than in the U.S. American businessmen also take advantage of the environmental laws of Mexico that are less strict than those in the U.S. Because Americans want the best quality products for the cheapest prices, the American consumer benefits from the cheaper labor and less strict laws about the environment\ in Mexico.

What does Jennifer Peskin say about the effect of NAFTA? Why does the American consumer benefit?

Exports to Mexico from Canada

Write a caption for the image on the left. What goods are mentioned in the graphic to the right?

How do you think the people of Canada benefit from NAFTA based on the graphics? Support your opinion with evidence from the graphics. truckersnews.com Canada internation.gc.ca

Foreign Affairs and International Trade

Read this paragraph aloud. Based on what we have read and discussed so far how is Jennifer Peskin developing her argument? What did she do first in this essay? Second? Third?

owned. As a result many workers in the U.S. have their jobs as factories began moving south. Mexican workers are paid less in Mexico for the same jobs American workers do in the U.S. An example of this negative impact of NAFTA can be seen the companies that manufacture clothing. Businesses like Sun Apparel (that makes the Polo brand) moved to Mexico and shut down factories in El Paso, Texas. Not only did this move make many American workers lose their jobs, but working conditions for the Mexicans sometimes also got worse. The companies that have gone to Mexico do not always have policies that require humane factory environments or fair wages. However, according to one expert on these work sites, most do have safety equipment for their workers and, while the pay rate is lower than here in America, most meet the wage standards set by the Mexican government. By taking U.S. jobs to another country, big corporations can take advantage of not only the cheap labor, but also of fewer laws to protect the environment. Since NAFTA, many U.S. wood companies have entered Mexico for logging. An example is in the Mexican state of Guerrero, 40% (a little under half) of the forests have been clear-cut in the last decade. It seems that profit is valued above everything else. It's up to us to keep an eye on the impact of NAFTA. While free trade may be good in principle, shouldn't we uphold our respect for the planet and for humankind before all else?â&#x20AC;?

Turn to your neighbor and discuss some of the negatives she mentions about NAFTA? Which is most important? What evidence does she provide to support her argument about the impact on labor? Does Jennifer Peskin admit there is another side that contradicts her argument? Underline where you find it in this paragraph. What is the another area in which she finds a negative impact of NAFTA? What statistic does she cite as evidence? What happens when you clear-cut a forest? Where does Jennifer Peskin sum up her point of view? Quote the Underline the sentences that indicate how she feels. On Day 3 students will take a position on whether NAFTA should remain in effect, and write an opinion piece, supporting their point of view with reasons and information from this text.

Economics Unit, Lesson 8, (5 of 6)

Name ____________________________ Below are key parts of the preamble to the North American Free Trade Agreement. NAFTA has existed since 1992. The Government of Canada, the Government of the United Mexican States and the Government of the United States of America, resolved to: STRENGTHEN the special bonds of friendship and cooperation among their nations; CONTRIBUTE to the harmonious development and expansion of world trade and provide a catalyst to broader international cooperation; ESTABLISH clear and mutually advantageous rules governing their trade; In your own words, what is NAFTA? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Directions: You and your partner/group, will examine statistics (looking at a map and several charts) about trade in North America. Using the post-its, write down two questions that could be asked using the information that you see. On the back of the post-it, write down the answers. When you are finished, you will trade and answer questions that another group created. 1. How many US trucks crossed the border into Canada from Washington State? 2. Which two states had the most trucks crossing into Mexico from the US?

Answer #1: Between 600,001 and 3.2 million Answer #2: Texas and California

U.S. State Trade with Canada and Mexico

Trade = Exports and Imports

U.S. Merchandise Trade with NAFTA Partners

The Top Trading Partners of the United States

Canadaâ&#x20AC;&#x2122;s Top Five Trading Partners

6 of 6

Is NAFTA Positive or Negative for the Global Economy? Graphic Organizer Name: _______________________________________________

Positive Effects of NAFTA

Jennifer Peskinâ&#x20AC;&#x2122;s point of view: My point of view:

Negative Effects of NAFTA

Lesson 9: Comparing the United States and Mexico Day One 1. Handout the DBQ. Explain to students that there are two tasks and that today they will be working on the first. 2. Before they begin though, as a class: a. Read the historical background. b. Read Activity #1. c. Read Activity #2 â&#x20AC;&#x201C; ask students to re-write the task using their own words (to make sure they understand what they need to do on Day Two) 3. Work as a class to complete the first document. 4. Have students work on their own to complete documents 2 and 3. 5. Once students are done with Activity #1, ask the class to look at the last page. Once again read over the background information and the task. Go over the checklist. Brainstorm with the class what additional information could be included in this essay to make it better. (Example: including definitions of globalization or interdependence, writing about NAFTA, defining exports and imports, etc.). Day Two Options: ď&#x201A;ˇ Students work on their own to write their essays. ď&#x201A;ˇ Students complete a worksheet (a sample follows) independently and then have a peer review their work. Peers check if the information is accurate. Students then turn one of the questions into a complete paragraph.

Name:

Date:

Historical Background: An economy is the way a country uses or produces natural resources, goods, and services. An economy includes a system of money and all the businesses, industries, farms and other places of work that help to produce, sell, or trade things of value. The economy of a country has a big effect on how its citizens live.

Activity #1 You will read each document carefully and answer the questions after each document.

Activity #2 You will use the information from the documents, your answers to the questions, and your knowledge of social studies to write a well‐organized essay. In your essay you should:

The Task

 

Identify three ways that the economy of the United States is similar to the economy of Mexico. Identify three ways that the economy of the United States is different from the economy of Mexico.

Document 1 Use the information in the following paragraphs to fill in the chart below. Industry is important to the economies of both the United States and Mexico. Industries are big businesses that make goods or provide services for consumers. Read the paragraphs to find out the similarities and differences between the automobile industries in these countries. Detroit, Michigan is known as

Many of the cars produced in

“Motor City, USA” because so

Mexico are made in factories

many automobile factories are

that are near the capital of

located there. Last year the

Mexico, Mexico City. These

United States produced (made)

factories make over 2 million

over 11 million cars, minivans,

vehicles each year! Many of

SUVs and trucks! People in the

these cars, trucks, SUVs and

United States buy most of the

minivans are sold to people in

vehicles produced there, but

Mexico, but some are sold to

some are sent to other

people in the United States,

countries around the world, like

too. The automobile industry

Germany and Japan. The

is an important part of the

automobile industry is important

economy of Mexico because it

to the economy of the United

provides jobs for many people

States because it provides jobs

The Automobile Industry and it produces an important

for many people. It provides an

important product that allows

product that lets people travel.

people to travel, as well. What are the goods being produced? (List all four products named)

Where are they being produced? (In which cities?)

Who is buying this product? How many are made each year?

Why is this industry important to the economy of the country? (List two reasons)

The United States _________________ _________________ _________________ _________________

Mexico _________________ _________________ _________________ _________________

   

 People in the U.S.

 and _____________

 _________________  and People in the U.S.

 ____________________  ______________________ ____________________ ______________________  ____________________  ______________________ ______________________ ____________________

Document 2

Agriculture is important to the economies of both the United States and Mexico. Agriculture involves the crops that are grown in a country. Use the information on the map to help you answer the questions below.

Important Crops Grown in the US and Mexico

Th U it d St t

KEY Mexico

Coffee Corn Cotton Oranges Wheat

1. Name two crops that are grown in both Mexico and the United States.

a. _______________________________ b. _______________________________ 2. Name one crop that is only grown in the United States.

_____________________________________________________ 3. Name one crop that is only grown in Mexico.

_____________________________________________________

Document 3 Sandra is an American girl who is visiting Mexico on a family vacation. This is a copy of a photograph and letter she sent to her friend, Marta, who lives in her neighborhood back home. In her letter, she explains her trip to a Mexican marketplace.

Complete the Venn diagram below by answering the following three questions about the economies (money, goods, services, and natural resources) of the United States and Mexico. a. What is one way the Mexican economy is different from the US economy? b. What is one way the US economy is different from the Mexican economy? c. What is one way both the Mexican and US economies are alike?

BOTH UNITED STATES Economy, ONLY MEXICAN You may use this page as a planning page to help you organize your E ONLY

ideas for your essay.

Task #2 Write a well‐organized essay using:  the information from the documents,  the answers to the questions from Task #1, and  your knowledge of social studies.

Task: Using information from the documents and your knowledge of social studies, write an essay in which you:



Identify three ways that the economy of the United States is similar to the economy of Mexico. Identify three ways that the economy of the United States is different from the economy of Mexico.

 In your essay remember to:  Identify three ways in which the economies of the United States and Mexico are alike.  Identify three ways in which the economies of the United States and Mexico are different.  Include details explaining how the economies are alike and how they are different.  Include a beginning, middle and end.  Use the information from the documents in your answer.  Include other information that you have learned that will help your essay to be better.

Name___________________________________________________________________ 1. Identify three ways in which the economies of the United States and Mexico are alike.

 _____________________________________________________________________  _____________________________________________________________________  _____________________________________________________________________ 2. Identify three ways in which the economies of the United States and Mexico are different

 _____________________________________________________________________  _____________________________________________________________________  _____________________________________________________________________ 3. Choose one document and explain how you would use it to help answer the task.

 _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. What other outside information that you have learned that would help your essay to be better?