Resources that allow for the exploration of many aspects of economics. Through hands-on activities, videos, readings and simulations, students will learn how the economy works throughout the world.

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In this lesson, the teacher introduces fundamental concepts of economics to the class. This should create a "working vocabulary" for the class for the remainder of the project.
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www.OneHen.org is a microfinance website for kids, with fun games and a virtual market, as well as lesson plans for teachers and librarians. The website is based on a children's book about a real boy in Africa who gets a loan to buy a hen, which over time turns into a thriving business - all because of a small loan to buy one brown hen. On the website kids can read the story, and read and see pictures and videos of real microentrepreneurs around the world in countries like Ghana, Brazil, Mexico and even immigrants in the U.S., and play games such as memory. Kids can donate "beads" won from the games to actual microentrepreneurs in developing countries through the virtual market, and as kids contribute they will see virtual businesses grow before their eyes. It's a beautifully designed website that aims to inspire good in kids while providing entertainment, and has great materials for teachers to teach their kids about topics ranging from world geography to community service to African culture to math to economics to business to global citizenship.
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This lesson covers world resources and world economic activity.
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China: Factory of the World (PDF)

by World Affairs Council Seattle

These lesson plans, activities, and resources will help students begin to examine China's current industrial revolution and explore the benefits and costs of its spectacular growth.
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Globalization101.org teaches high school students about policy aspects of globalization related to civics, economics, geography and history, without any fees or charges. Globalization101.org provides unbiased, easily understandable information and related lesson plans to teach about cross-disciplinary subjects such as international trade, world-wide health and environmental issues and global technological changes. The site includes 11 in-depth Issue Briefs, more than 70 News Analyses, For Teachers resource section (with lesson plans and an index of alignments to U.S. state standards), Ask the Expert video interviews and a useful links section. The site is currently being translated into Spanish, Chinese and Arabic.
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This page contains various resources for educators who would like to use Globalization101.org in their classrooms. Topics include Trade, Environment, Media, Development, Women, Investment, Technology, Culture, Migration, Human Rights, IMF/World Bank, Energy, Education, Health and International Law.
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Eco-packaging

by Janet Pinto

Environmental issues are often at odds with commerce. In the case of packaging, while environmentally friendly packaging is socially responsible, it is often hard to do in a cost effective manner. In this lesson, students have to balance the need for secure packaging with environmental and economic concerns. They will work together in groups of 3–4 students to create a mailing package for a fragile substance. In this case, students will be using a cookie as their substance. After the packages are finished, take them to the post office and mail them back to the students. When the packages arrive, schedule a second session to evaluate the results. Students will score their packages using a rubric. . BY ERIN DENNISTON Provided by Kenan Fellows Program.
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Economics correspondent, Paul Solmon, reports from China.
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Can Americans Keep Ahead in the Global Marketplace?

by Consortium for Entrepreneurship Education CEE

This activity includes questions which are suggestions for classroom discussions, themes for student reports, and the foundation for classroom activities of all kinds related to entrepreneurship and the global marketplace. It challenges students to think of the skills and educational experiences that Americans may need to be successful entrepreneurs and productive workers in an ever-expanding global market. The activity supports the Entrepreneurship Content Standards/Performance Indicators as follows: • F.28 Explain the nature of international trade, • F.29 Describe small-business opportunities in international trade, • F.30 Determine the impact of cultural and social environments on world trade, • F.32 Evaluation influences on a nation’s ability to trade, • L.02 Generate product/service ideas, • L.06 Plan product/service mix, • L.09 Develop strategies to position product/service, • L.15 Select target markets. This resource is part of the Entrepreneurship Learning Activities collection.
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Are We Prepared for a Global Economy?

by Consortium for Entrepreneurship Education CEE

A discussion and dialogue about being prepared for the Global Economy. The activity supports the Entrepreneurship Content Standards/Performance Indicators as follows: • D.09 Explain the nature of written communications, • F.28 Explain the nature of international trade, • H.14 Explain the need for ongoing education as a worker, • H.17 Utilizes resources that can contribute to professional development (e.g., trade journals/periodicals, professional/trade associations, classes/seminars, trade shows, and mentors) This resource is part of the Entrepreneurship Learning Activities collection.
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Students will: Compare and contrast life in Kenya with life in the United States by gathering statistics and facts. 2. Discuss the similarities and differences between the two countries along with the most important issues facing each country. 3. Learn basic information about Kenya through viewing and discussing a PowerPoint presentation. 4. View video coverage of topics related to Kenya's 2007 elections, the economy, and the country's ethnic groups. 5. Discuss the national and international impact of the events profiled in the video coverage. 6. Conduct research about specific aspects of Kenyan life or political or social issues faced by the people. 7. Construct a group project and complete a presentation that illustrates student learning about the topic that was selected. 8. Participate in a final discussion about Kenya and draw conclusions about the struggles facing Kenya and the role of the U.S. and other world powers in these governmental issues.
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(Meeting Needs and Wants: U.S. and Japanese Transportaion Innovations in the 1950s and 1960s). During World War II Japan's economy was destroyed by military attacks, use of scarce resources for military purposes, and severed trade relations. Transport was nearly impossible, and urban industrial production halted. During the 50s and 60s the government rapidly expanded investment in Japan's infrastructure: building highways, high-speed railways, subways, airports, port facilities, and dams. Students will explore not only Japan's transportation innovations during the middle of the 20th century but also look at the U.S. expansion of its highway system and the opportunity cost (trade-offs) of commuting. This unit will introduce students to U.S. and Japanese geography and population density. Students will also explore who "won" and "lost" as a result of transportation developments.
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Students will discuss the economic interests of the U.S. in world affairs
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This February workshop featured Paul Collier, esteemed Oxford University economist, who specializes in the political economy of democracy, economic growth in Africa, aid, globalization, poverty, and the economics of civil war. Specifically, Collier researches the causes and consequences of civil war, the effects of aid, and the problems of democracy in low-income and natural-resource-rich societies. He is the author of The Bottom Billion, winner of the 2008 Arthur Ross Book Award and 2008 Lionel Gelber Prize. His most recent book is Wars, Guns, and Votes: Democracy in Dangerous Places. This 50-page resource booklet provides teachers with articles and books by Paul Collier. It also includes extensive up-to-date resources and lesson plans on "democracy in difficult places;" international aid; women, education, and development; human rights, human trafficking; and global/public health.
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China's Great Leap Into The 21st Century

by World Affairs Council Seattle

"Mega" seems to be the word to describe China these days, with its mega population and mega economy. Without a doubt, phenomenal change is happening all across China. What does this mean for China? What does this mean for the world? On November 8th, GC hosted Sidney Rittenberg and his wife, Yulin, who discussed not only the changes taking place in China but how their lives have been intertwined with Chinese history over the past seventy years. We encourage you to explore our fifty-some page resource packet entitled: China's Great Leap into the 21st Century. You will find lesson plans for all grade levels with timely information about China's tremendous economic growth, contentious social and political issues, and China's foreign policy. New features include: highlighted information for stimulating classroom discussion (including K-12 Discussion Questions) and new resources geared to K-6 students.
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In this unit, students will examine the development of gas and oil fields on Russia's Sakhalin Island within the context of the Russian government's complex relations with the various stakeholders involved. From environmental issues to economic issues, from the multinational oil companies to the local island population, this is a rich topic that touches on a variety of important social studies concepts. Includes vocabulary terms and links to terrific online resources.
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Students learn about off-shoring and outsourcing and examine them from several different perspectives. This resource is part of Unit 9: Development and the Social Studies 7 course.
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