Global Trade Policy Simulation: Negotiate, Propose & Predict
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Global Trade Policy Simulation: Negotiate, Propose & Predict

Grade 11Social Studies5 days
In this project, students act as global trade negotiators, developing trade policies that balance the needs of consumers, producers, and governments. They will analyze the effects of tariffs, quotas, and subsidies, and use economic models to predict the outcomes of trade policies. Students will also investigate the role of the World Trade Organization (WTO) in mediating trade disputes and propose policies while considering political and social factors.
Trade PolicyEconomic ImpactInternational TradeWTOTariffsQuotasGlobal Trade
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as global trade negotiators, develop trade policies that balance the diverse needs and predict the economic impacts on consumers, producers, and governments, while considering political and social factors and the roles of trade organizations?

Essential Questions

Supporting questions that break down major concepts.
  • How do tariffs, quotas, and subsidies affect international trade?
  • What are the potential economic impacts of different trade policies on consumers, producers, and governments?
  • How do trade agreements and organizations (e.g., WTO) shape global trade patterns?
  • How do political and social factors influence a country's trade policies?
  • How can we use economic models to predict the effects of trade policies?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Analyze the effects of tariffs, quotas, and subsidies on international trade.
  • Evaluate the economic impacts of trade policies on consumers, producers, and governments.
  • Understand the roles and impacts of trade agreements and organizations such as the WTO.
  • Examine the influence of political and social factors on trade policies.
  • Utilize economic models to forecast the outcomes of trade policies.
  • Develop and propose trade policies that address diverse needs and predict economic impacts, considering political and social factors and the roles of trade organizations.
  • Understand the impact of trade policies include tariffs, quotas, export subsidies, product standards, other barriers

Entry Events

Events that will be used to introduce the project to students

Trade Policy Under the Microscope: A Social Media Analysis

Students analyze a series of viral social media posts, each presenting a different perspective on a recent trade policy decision. They must identify biases, evaluate the credibility of sources, and propose alternative policies that address the concerns raised in the posts.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Trade Policy Terminology Unlocked

Students will define key trade policy terms and provide real-world examples of each.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research and define 'tariff,' providing a current example.
2. Research and define 'quota,' providing a current example.
3. Research and define 'export subsidy,' providing a current example.
4. Research and define 'product standards' as trade barriers, providing a current example.
5. Identify and define two 'other barriers' to trade, providing examples.

Final Product

What students will submit as the final product of the activityA glossary of trade policy terms (tariffs, quotas, export subsidies, product standards, and other barriers) with examples.

Alignment

How this activity aligns with the learning objectives & standardsAssesses the foundational knowledge of tariffs, quotas, and subsidies, aligning with the standard of understanding the impact of trade policies.
Activity 2

Economic Impact Investigator: Tariffs in Action

Students will analyze how a specific tariff impacts consumers, producers, and the government in a selected country.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a specific tariff imposed by a country.
2. Research and analyze how this tariff affects domestic consumers (e.g., price changes, availability).
3. Research and analyze how this tariff affects domestic producers (e.g., competitiveness, market share).
4. Research and analyze how this tariff affects the government (e.g., revenue, trade relations).
5. Write a report summarizing the findings.

Final Product

What students will submit as the final product of the activityA short report detailing the economic impact of a selected tariff on consumers, producers, and the government.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on evaluating the economic impacts of trade policies, particularly on different groups, aligning with the standard.
Activity 3

WTO Trade Dispute Decoder

Students will investigate the role of the World Trade Organization (WTO) in mediating trade disputes.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a trade dispute that has been mediated by the WTO.
2. Research the background of the dispute, including the countries and industries involved.
3. Analyze the arguments presented by each party.
4. Summarize the WTO's ruling and its impact on the parties involved.
5. Prepare a presentation to share the findings.

Final Product

What students will submit as the final product of the activityA presentation summarizing a specific trade dispute mediated by the WTO, including the parties involved, the issues, and the resolution.

Alignment

How this activity aligns with the learning objectives & standardsExamines the roles and impacts of trade agreements and organizations, meeting the standard of understanding the impact of trade policies.
Activity 4

Global Trade Negotiator Simulation

Students will simulate a trade negotiation, proposing policies and predicting economic impacts on different stakeholders.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a country and industry to represent.
2. Research the current trade policies affecting the industry.
3. Develop a new trade policy proposal.
4. Predict the economic impacts of the proposal on consumers, producers, and the government.
5. Consider the political and social factors that might influence the proposal's acceptance.
6. Present the policy proposal and defend it against critiques.

Final Product

What students will submit as the final product of the activityA policy proposal with predicted economic impacts, considering political and social factors.

Alignment

How this activity aligns with the learning objectives & standardsCulminates in developing and proposing trade policies, predicting economic impacts, and considering political and social factors, comprehensively meeting the standard.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Global Trade Policy Simulation Assessment

Category 1

Understanding of Trade Concepts

Assesses students' ability to define and apply key trade policy terms and concepts to real-world scenarios.
Criterion 1

Definition and Examples of Trade Terms

Evaluates the ability to accurately define trade policy terms (tariffs, quotas, subsidies, etc.) and provide relevant examples.

Exemplary
4 Points

All trade terms are defined accurately with precise, current examples provided for each. Demonstrates exceptional understanding.

Proficient
3 Points

Most trade terms are defined accurately with relevant examples provided for most.

Developing
2 Points

Some trade terms are defined accurately with some examples provided. Missing details in others.

Beginning
1 Points

Few trade terms are defined accurately and examples are often missing or incorrect.

Criterion 2

Application of Trade Concepts

Evaluates the correct application of trade concepts to evaluate real-world economic impacts on different stakeholders.

Exemplary
4 Points

Applies trade concepts accurately in comprehensive analyses of economic impacts, considering multifaceted stakeholder effects.

Proficient
3 Points

Correctly applies trade concepts in analyses, considering major stakeholder effects.

Developing
2 Points

Applies some trade concepts correctly but analysis lacks depth or breadth in stakeholder consideration.

Beginning
1 Points

Struggles to apply trade concepts correctly in evaluating economic impacts.

Category 2

Research and Analysis

Assesses students' research skills and ability to analyze data and arguments related to trade policies and disputes.
Criterion 1

Quality of Research

Evaluates the ability to gather and utilize relevant and credible sources to support trade policy analyses.

Exemplary
4 Points

Utilizes a wide range of credible, current sources. Demonstrates thorough research skills.

Proficient
3 Points

Utilizes mostly credible, relevant sources in supporting analyses.

Developing
2 Points

Uses some appropriate sources but lacks consistency in credibility and relevance.

Beginning
1 Points

Relies on few, often non-credible sources. Shows limited research ability.

Criterion 2

Analysis of Trade Dispute

Evaluates the ability to analyze trade disputes, including understanding arguments, rulings, and impacts.

Exemplary
4 Points

Provides in-depth analysis of trade disputes with clear understanding of all stakeholder arguments and impacts.

Proficient
3 Points

Analyzes trade disputes accurately but with moderate depth; most arguments and impacts are identified effectively.

Developing
2 Points

Analyzes trade disputes with some accuracy but lacks depth; some arguments and impacts are unclear.

Beginning
1 Points

Struggles to analyze trade disputes accurately; key arguments and impacts are often missed.

Category 3

Presentation and Defense

Assesses students’ ability to effectively communicate their trade policy proposals and defend them against critiques.
Criterion 1

Presentation Clarity and Organization

Evaluates the clarity, organization, and delivery of the presentation on trade policy proposals.

Exemplary
4 Points

Presentation is exceptionally clear, well-organized, and effectively delivered with persuasive communication.

Proficient
3 Points

Presentation is clear and organized with effective communication, despite minor issues.

Developing
2 Points

Presentation has moments of clarity but is sometimes disorganized, with a need for more effective communication.

Beginning
1 Points

Presentation lacks clarity, organization, and effective communication.

Criterion 2

Defense and Response to Critiques

Evaluates the ability to defend a trade policy proposal and respond effectively to critiques.

Exemplary
4 Points

Responds to critiques comprehensively with well-argued defenses showcasing deep understanding.

Proficient
3 Points

Defends proposal and responds to critiques with clear, logical arguments.

Developing
2 Points

Attempts to respond to critiques, but arguments lack depth or clarity.

Beginning
1 Points

Struggles to respond to critiques; arguments are unclear or unconvincing.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflecting on the Global Trade Negotiator Simulation, what was the most challenging aspect of balancing the needs of consumers, producers, and the government in your proposed trade policy?

Text
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Question 2

To what extent did your initial understanding of trade policies change as a result of the Economic Impact Investigator activity?

Scale
Required
Question 3

Which of the following best describes your experience with researching and defining trade policy terms in the Trade Policy Terminology Unlocked activity?

Multiple choice
Required
Options
Very challenging
Challenging
Neutral
Easy
Very easy
Question 4

After completing the WTO Trade Dispute Decoder activity, how confident are you in your ability to analyze and summarize complex trade disputes?

Scale
Required
Question 5

If you could go back and change one aspect of your approach to any of the portfolio activities, what would it be and why?

Text
Required