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Whāinga ako: Lesson Goals
Whāinga ako: Lesson Goals
Understand how trade and global events affect countries differently.
Kupu matua - Keywords
Kupu matua - Keywords
Mahi - work
Mahi - work
The big questions for this lesson are...
The big questions for this lesson are...
How does supply and demand influence what things are worth?
How do global events affect the value of natural resources?
This is your countryStarter
Starter
You will be given a flag for your group. Identify what country you are and try accurately colour it without cheating!
Trade game
Trade game
1. Divide the class into small groups and set up the game.
1. Divide the class into small groups and set up the game.
Tell students that they will participate in a hypothetical trading game. Divide the class into five groups and assign each group one of the following countries: United Kingdom, China, Colombia, Saudi Arabia, and Ghana. List the following exports and their values on the board for reference during trading (you may also need to track groups points after each round):
Gold—5 points per unit
Oil—4 points per unit
Lumber—3 points per unit
Electronics—2 points per unit
Coffee—1 point per unit
Provide each group with a random set of approximately ten trading cards from the handout.
2. Introduce the objectives of the game.
2. Introduce the objectives of the game.
Tell students that the objective is for each student to get the most points by trading their country’s goods for products from another country. Each team will start with a set of trading cards that represents their country’s worth. The game allows for “free trade,” meaning any country can trade with another country, and any item and/or amount of product can be traded for another. Explain to students that they can creatively market their products or combine products to end up with something more desirable.
3. Conduct the first round of trading.
3. Conduct the first round of trading.
Allow for 5-10 minutes of open trading. Then announce the following:
WORLD SITUATION: The world is running out of oil, making oil extremely rare and much more expensive.
OUTCOME: The worth of oil increases by two points.
Update the point system on the board to reflect the increase in points per unit for oil.
Alternative situations could be:
Myrtle rust disease on coffee plants has dropped the supply of coffee and now it is worth more (increase by 2 points)
There is an over supply of timber globally. Timber drops a point.
4. Conduct the second round of trading.
4. Conduct the second round of trading.
Allow for two additional minutes to trade. Announce that trading time is over and have groups tally points.
5. Adjust the results to reflect a new situation.
5. Adjust the results to reflect a new situation.
Offer the following world situation and outcome to see how it impacts the final results:
WORLD SITUATION: Ghana learns to make counterfeit electronics, making its electronics cheaper.
OUTCOME: Ghana takes one electronic unit from each country.
Re-tally the points and figure out who got the most points.
6. Have students reflect on what they learned.
6. Have students reflect on what they learned.
Discuss the following questions:
Did any countries end the game richer or poorer than they started? Which ones?
What was it like to be a rich country? A poor country?
Was it easy or difficult to trade? Why?
Did any countries feel especially powerful or powerless?
Which items were most popular? Which were least popular? Why?
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