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The International Marketplace helps students appreciate how they are connected, through trade, to people and cultures throughout the world. The activities reinforce economic concepts taught in world history and geography courses. The program begins with a focus on the resources of selected countries and how they impact cultures, governments, and economic systems. The focus then turns to the benefits of international trade and important international economic issues.
The learning objectives listed beside each activity state the skills and knowledge the students will gain.
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Activity One: What’s Hot
The students are introduced to markets. They discover what markets are and that they influence markets nationally and internationally. |
Key Learning Objectives
The students will
 describe the concept of a market
identify ways they influence markets with their decisions
discuss ways they and their community participate in an international marketplace |
Activity Two: Added Value
The students examine the steps of added production value for a particular product and they discuss the advantages of choosing one country instead of another for production. |
Key Learning Objectives
The students will
describe how adding value to raw materials makes them desirable to consumers
relate how value added to a product through production and services affects price
identify advantages and disadvantages to undertaking production in particular countries |
Activity Three: Trade Wins
The students discover ways they interact with others in the international marketplace through a game called Trade Wins. |
Key Learning Objectives
The students will
define imports and exports and give examples of each
compare the operation of international markets to local markets
identify how the international marketplace benefits them |
Activity Four: Name That Resource
The students identify important human, capital, and natural resources in 20 countries and list them on an overhead transparency. They examine the relationship between a country’s resources and its production. |
Key Learning Objectives
The students will
define resources and give examples of the three basic types - natural, human, and capital
describe the resources of selected countries
explain the relationship between a country’s resources and the goods and services it produces |
Activity Five: The Isle of Deserta
“Stranded” on a desert island, the students come face to face with scarcity. They discover why scarcity forces people in all societies to make basic economic choices: What goods and services to produce? How to produce these things? Who will receive them? The students also recognize the three common ways to organize an economy: traditional, command, and market. |
Key Learning Objectives
The students will
define scarcity and explain why it forces people to make choices
identify the basic what, how, and who decisions that people in all economies face
compare how people make these economic decisions in traditional, command, and market economies |
Activity Six: The Global Trade Advantage
In small groups the students role-play manufacturers who are trying to determine the best country in which to produce their goods and services. The students see how international trade benefits everyone. |
Key Learning Objectives
The students will
discover how productivity impacts international trade
explain how goods produced in the most appropriate markets lead to efficient international markets
give examples of why production of goods and services moves to some countries and not to others |
Activity Seven: Trade Barriers
The students debate the benefits and consequences of trade barriers. |
Key Learning Objectives
The students will
identify reasons why people want trade barriers
recognize the impact of trade barriers
give at least two reasons why trade barriers inhibit economic growth |
Activity Eight: Currency Events
The students read an article that explains why money helps people trade and why people in different countries exchange currencies with one another. Working in groups, they exchange dollars for different currencies to make purchases on an imaginary trip to Europe. |
Key Learning Objectives
The students will
explain why people in different countries want to use money when trading with one another
use exchange rates to convert prices in foreign currencies to dollar amounts
explain why increases or decreases in exchange rates can affect trade |
Activity Nine: Global Jobs
The students read an article about a global entrepreneur and identify the skills needed for different jobs in a global bicycle company. | Key Learning Objectives
The students will
define entrepreneur
examine the essential elements of operating a global business
identify the employee skills; that enable businesses to compete successfully in the global market |
Activity Ten: Environment for Growth
The students learn about the roles of private ownership and markets in promoting economic growth and directing the use of environmental resources. In small groups, they read articles about environmental problems associated with economic growth and then use their knowledge to discuss an important world resource - ocean fish.
| Key Learning Objectives
The students will
explain the role of private ownership and the marketplace in promoting economic growth
explain why people sometimes lack incentives to use environmental resources carefully
identify ways of promoting the careful, productive use of environmental resources |
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The International Marketplace enhances the students’ learning of the following concepts and skills:
Skills – Absolute advantage • Choice • Comparative advantage • Currency • Demand • Economic growth • Economic systems • Economy • Entrepreneur • Exchange rates • Export • Goods • Import • Incentive • Interdependence • International trade • Market • Productivity • Profit • Quota • Resources • Scarcity • Services • Supply • Tariff • Trade • Trade barrier
Skills – Analyzing information • Classifying • Critical thinking • Debating • Decision making • Following directions • Formulating an argument • Giving reports • Listening responsively • Map reading • Mathematical interpretation and computation • Research • Role playing • Teamwork
All JA programs have technology enhancements and are designed to support the skills and competencies outlined in the SCANS (Secretary’s Commission on Achieving Necessary Skills) report. These programs also augment the school-based, work-based, and connecting activities for communities with school-to-work initiatives.
Personal Economics |
Enterprise in Action
The International Marketplace |
The Economics of Staying in School
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