Teacher's Guide - The Curriculum Project

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International Trade (cont’d)Free TradeWrite the words ‘Free Trade’ on the board. Ask students: ‘What do you think‘Free Trade’ means? Elicit answers and write down key words and phraseson the board.Ask students to read the paragraph about ‘Free Trade’. Check theirunderstanding. How close were their ideas to this definition?Groupwork1. Fair Free Trade? Ask students to read the text about Zadie in Mazalia. Whenthey have finished, put them into groups of 3-5. Ask them to decide whichof the following two situations they think is fairer, and why:a) Import tariffs are used to protect Zadie from orange producers from other countries, butconsumers in Mazalia have to pay high prices for their oranges.b) Import tariffs are removed so that the price of oranges in Mazalia decreases a lot, butZadie can no longer sell many oranges.Give them about 5-10 minutes to make their decision. Then elicit an opinionfrom each group, and ask them why they think it is fairer.On Your Own2. Ask the students to write a short essay (about 200 words, though theycan write more if they want) on free trade and trade protection. The title is:‘Free Trade is the fairest form of international trade.’They have to decide whether they agree or disagree with the statement,and argue for their position. The essay should show how well they haveunderstood the concepts about free trade and trade protection, their abilityto present different arguments, and their ability to think analytically aboutthese issues.Decide which language they should write the essay in. This should NOT bean exercise in memorising text from the Student’s Book, so it might be a goodidea to ask them to write it in their first language.The Curriculum Project ECONOMICS: an introduction - Teacher’s Guide60
International Trade (cont’d)Fair TradeAsk students: What do you think ‘Fair Trade’ means? Put them into pairs tothink about this. Give them 5-10 minutes to write down their ideas. Then elicitideas from each pair in turn and write key words and phrases on the board.PairworkPairworkGroupwork1. Memory game. Give students 5-10 minutes (more if necessary) to read thethree paragraphs about Fair Trade. Then ask them to close their books. Inpairs,give them 5 minutes to create a mind map about Fair Trade in theirnotebooks, including as many of the facts and concepts from the text asthey can remember. They are NOT expected to rote learn the paragraphand do not have to use the exact words. Then write the word ‘Fair Trade’ onthe board and draw a circle arouand it. Ask one student from each pair tocome up in turn, draw a line from the circle, add one of their ideas and explainit to the class. When the class has no more ideas, ask them to re-read theparagraph to see if they have forgotten any key information. Here is anexample of a small mind map.protect workers fromexploitationFLO labelling/certificationhelp poor people benefitfairly from tradeFair TradeUS$1bn of fair tradegood sold in 2005good labour standardsprotect the enviromment2. Kanya. Ask different students to read each paragraph about Kanya aloud.Put the students into pairs. Give them 10-15 minutes to carefully read theparagraph again and write down TWO questions about the information in iton a piece of paper. Ask them to write the answers on another piece ofpaper. When they have finished ask each pair to swap their questions (notthe answers!) with another pair. Now the pair has to write answers to theother pairs’ questions. Give them about 5 minutes to do this. Then get themto check each other’s answers.3. Put the students into groups of 3-5. Ask them to develop a shortpresentation (less than 5 minutes) explaining why fair trade would be goodfor their community. All members of the group should be involved in thepresentation. Key questions that they should consider include:Why would fair trade be useful in your community?What kinds of products /goods would be traded?Who would benefit from the fair trade?Give the students about 20-30 minutes to discuss and prepare (more ifnecessary). Then ask each group to come and give their presentation (5minutes maximum).The Curriculum Project ECONOMICS: an introduction - Teacher’s Guide61
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Teacher's Guide - The Curriculum Project

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