The Problems of a Decreasing Population - William and...

October 4, 2010 Inquiry Lesson Plan Ben Krystal

What Factors Influence a Country’s Economic Activity?

Overview

No country is exactly alike in terms of economic activity. Countries tend to specialize in and are well known for certain products or services. For example, Bangladesh makes clothing. Saudi Arabia produces oil. And, Switzerland is known for its banking. These countries, like all others in the world, did not simply pick these products or services out of thin air. Rather, different variables combined to create these economic trends. Often, a country or region has a comparative advantage over another. This lesson aims to have the students explore the various factors that influence a country’s economic activities through the inquiry model. Factors that influence a country’s economic activity include resources, location, and political and economic alliances. Students will examine six data sets that help illustrate these factors.

What is the Inquiry Lesson Model?

The inquiry lesson model is a multipart process. First, students are presented with a problem or question that has various possible answers. In this case, they are trying to determine what factors influence a country’s economic activity. Second, they develop a set of hypotheses to explain the problem or question at hand. They might propose that the labor force has an impact on a country’s economy. The teacher then hands students a packet of data sets that has the answers to the question embedded in the data. For example, one of the data sets in this lesson is a pair of charts, one showing countries with the largest oil reserves and another showing the largest oil producing countries. Students will hopefully glean that a country’s natural resources affect what it can produce. Lastly, the class comes together again and adds or subtracts from the list of hypotheses they created before the examination of the data sets. The purpose of an inquiry lesson is to engage students in critical and higher order thinking. The ability to pull relevant information from a document and apply it is a vital skill.

Rationale

The economy is one of the most important aspects of everyday life. It guides people’s actions and choices. Every student will eventually grow up and participate in the economic world. Thus, it is important that they are knowledgeable about the economy. In addition, geography greatly affects a country’s economy. This topic lends itself to inquiry because there are multiple explanations for this economic diversity, some of which may not be evident to the majority of students without inquiry and examination of data.

Grade Level and Class

This inquiry lesson is designed for a 10th grade World Geography course at either the regular or advanced level. It would also be applicable to an Introduction to Economics course.

Time

The lesson should take 90 minutes.

Objectives


This inquiry lesson addresses intellectual skills and academic knowledge associated with the Virginia Standards of Learning for World Geography.

Academic Knowledge

1. Students will analyze the global patterns and networks of economic interdependence by identifying factors, including comparative advantage, that influence economic activities and trade. (WG.9a)

2. Students will be able to define comparative advantage and its effects.3. Students will be able to provide examples of countries whose economies are affected by

access to resources, location, and political and economic alliances.4. Students will be able to identify reasons why countries trade by examining the NAFTA

treaty.

Intellectual Skills

1. Students will be able to draw relevant information from a data set and apply it to a certain problem or question.

2. Students will demonstrate the ability to read maps and graphs by examining data sets two, three, and five.

Assessment

Students will be assessed in two ways. First, they will be assessed on classroom participation and discussion. All students are expected to participate in the activity. Students who clearly are not putting effort into it should be docked their participation points for the day. Students will respect other students’ opinions. The instructor should monitor the discussions and encourage higher order thinking if he or she finds it lacking. Secondly, students will write a short essay for homework on the factors that influence a country’s economic activity. They should describe a minimum of three factors and provide examples for each. The essay should have an introduction with a thesis and a conclusion. It should also exhibit proper spelling and grammar. The essay should be graded, commented on, and given back in a timely manner. Reading the essays will allow the instructor to reflect on how effective the activity was for the students’ learning. They essays should be approximately one page handwritten.

Lesson Outline

I. Engaging Students in the Inquiry (Hook) (5-10 minutes)A. Pass out the guided notes worksheet to each student.B. Bring items to class that are made in different countries. Make sure each item

exhibits a different factor of economic activity. For example, a shirt from Bangladesh reflects the fact that clothing manufacturing requires cheap, unskilled labor and that Bangladesh has a comparative advantage over other countries in terms of textiles. An alternative to bringing items to class would be for the students to spend five minutes searching their possessions and the items around the class for country of origin. However, this approach would require that there is enough variety of items in the room.


C. Distribute the items around the class and have the students read out where each item is from. Or, have the students read out what they found around the class.

II. Eliciting Hypotheses (about 15 minutes)A. Have the students work with the person sitting next to them to hypothesize why

each item was made in its respective country. They should write their answers on the guided worksheet. Make sure to tell them that each item may have several reasons.

B. Have each pair read one hypothesis aloud to the class.C. Write every hypothesis on the board even if it may be incorrect.

III. Gathering Data (35 minutes)A. Explain that the purpose of this activity is to determine what factors influence

economic activity. Tell them that they should be thinking of the data sets in terms of factors of economic activity.

B. Pass a data set packet out to each student. The data set packets are labeled 1 through 6.

C. Have the students organize into groups based upon corresponding numbers.D. Give the class 30 minutes within their groups to discuss the six data sets and form

hypotheses about each.E. Patrol the room to make sure each group is on task and to help facilitate

discussion where needed.

IV. Revising Hypotheses (20-25 minutes)A. Facilitate a classroom discussion on the data sets and the hypotheses they drew

from them.B. Add new hypotheses to the board or identify which hypotheses the data sets

supported, challenged, or modified.

V. Conclusion (15-20 minutes)A. Group the hypotheses into the three main categories of factors that influence

economic activity: resources, location, and political and economic alliances.B. Conclude the class by explaining the concept of comparative advantage and why

people trade.C. Assign the class the short essay for homework discussed in the assessment

section.

Materials

1. 36 data packets.2. Hook items as discussed above.3. Blackboard or whiteboard to write the class’s hypotheses on.4. Paper and pen/pencil for each student.5. Guided worksheet for each student.

Differentiations


This lesson embraces the concept of differentiation in instruction and learning. Students have the opportunity to work individually and within groups. Various kinds of instructional resources are used including maps, graphs, tables, and written passages. The data sets presented range in difficulty. Advanced students will be challenged by the passage from the Norwegian Ministry of Foreign Affairs, while less advanced students will find the data set on natural resources easier to understand.

Adaptations

In terms of adaptations for students with IEPs, 504 plans, and other special needs, this lesson can include accommodations and modifications for them. During the group work part of the activity, the instructor can walk around and assist students that may need help. Students who find it difficult to stay seated and quiet for ninety minutes will have the opportunity to be active in a productive manner.

Reflection

I have several concerns about the implementation of this lesson in the classes that I am observing. I am most anxious about student behavior and involvement. The first class that will do this activity is very quiet and rarely wants to participate. I hope that the lesson will energize them and peak their interests. The second class is the complete opposite. They are extremely social and talkative. While that is great for an activity such as this, I am worried that they will get off task and be hard to manage. Similarly, I have not interacted much with the students and I am not sure how they will receive me. Lastly, I am also concerned that some of the data sets may be too difficult, especially the one on investment capital.

Post Teaching

This lesson was the first one I taught for my methods class. I taught the lesson to my cooperating teacher’s first and third block World Geography classes. Overall, I was pleased with how it went even though I mistakenly taught the inquiry lesson from a jigsaw approach, having each group only examine one data set and present on it. I have since changed the lesson plan to more reflect the inquiry model. The biggest thing I learned from doing this lesson is that students often need a worksheet to help guide their note taking. I added the worksheet the second time I taught the lesson. It gave the activity more structure and focus. In addition, I chose to have the students search through their own possessions instead of me bringing them in. The students were very excited to find out where their shoes, shirts, phones, and food were made or produced. They were generally well behaved as well. Lastly, my fear that some of the data sets might have been too difficult turned out to be true, especially the one on Norway. If I was going to teach this lesson again, I would substitute something in its place. In terms of the PASS standards, I felt the lesson excelled in higher order thinking, deep knowledge, substantive conversation, and ethical valuing.


Guided Notes WorksheetList at least three possessions you have with you at the moment and where they are made:

1.

2.

3.

Data Set What is the data set about? How does it relate to factors that influence a country’s economic activity?

1

2

3

4

5

6

List the six factors that influence economic activity:

1.

2.

3.

4.

5.

6.


Data Set 1: Human Capital

Directions: Read the passages below and discuss in your group how human capital, the labor force, affects a country’s economic activities. What is the difference between the two jobs listed? Who would qualify?

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The Problems of a Decreasing Population1

“Japan is fast becoming the world’s oldest ever human population (by 2025, 27.3%, or 33.2 million people, will be aged over 60) (Cornelius, 1994: 378). Coupled with the aforementioned low birth rate, the problems Japan faces in the immediate future are acute. With Japan’s labour force expected to decrease by 10% in the next 25 years, the economic outlook is far from bright. In all likelihood the domestic market will shrink, production will fall3, the government’s revenue base will contract inexorably and it will struggle to meet welfare and medical payments for an increasing number of elderly as the dependency ratio (the number of workers supporting the elderly) will shift dramatically. In 1950 one elderly person was supported by 12 members of the working population, by 1990 it was 5.5 workers, and by 2020 it is estimated to be 2.3 workers. Naturally the government is concerned about such a scenario4. This leaves the question – how can Japan ease this predicted slide, maintain its population and therefore ensure economic security and continued prosperity? As Iyotani has shown, the rural population has all but been depleted and is no longer the viable supply source of labour it once was5. Other alternatives too, have almost been exhausted. Making greater use of elderly or female workers, for example, is difficult as participation rates (especially among part-time workers) are already quite high (Tsuda, 2001). Similarly, greater automation has taken place in many industries and moving production offshore has its limitations. Consequently, the two most plausible possibilities are either by making more children or through increasing immigration. With relation to both of these, however, the Japanese government is precariously placed.”

______________________________________________________________________________

Excerpt From a Recent Job Advertisement for Macy’s2

“Interested in a Holiday employment with Macy's? • Customer service priority and selling priority • Teamwork oriented with the ability to work in a learning environment • Drive to meet and exceed performance expectations • Strong sense of pride and responsibility for the maintenance of department areas • Flexibility & dependability with schedules, including nights and weekends

1 Julian Chapple, “The Dilemma Posed by Japan’s Population Decline,” http://www.japanesestudies.org.uk/discussionpapers/Chapple.html.2http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=JRGM0G&ff=21&APath=2.21.21.0.0&job_did=J8C6VV5WMF3Z39P5N7K.

http://www.japanesestudies.org.uk/discussionpapers/Chapple.html#_edn5




Macy's is looking for individuals with a flair for providing OUTSTANDING customer service to assist this holiday season.”

______________________________________________________________________________

Excerpt from a Recent Job Advertisement for a Registered Nurse3

“Clinical Nurse, RN Requirements:

Valid License as an RN in the state of practice Graduate / completion of approved accredited school of nursing Must have a minimum of two (2) years of nursing experience Must be knowledgeable of nursing and medical practices and procedures”

3http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=JRGM0B&ff=21&APath=2.21.21.0.0&job_did=JON30B5ZLGZHXT9XH7N


Data Set 2: Natural Resources

Directions: Study the two graphs below and discuss in your group what factor of economic activity they represent. What might happen to the economies of some of these countries if the oil ran out? Can you think of other items similar to oil that affect a country’s economy?

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Proven Oil Reserves 4

1 Saudi Arabia 266,700,000,000 1 January 2009 est.

2 Canada 178,100,000,000 1 January 2009 est.

3 Iran 137,600,000,000 1 January 2010 est.

4 Iraq 115,000,000,000 1 January 2009 est.

5 Kuwait 104,000,000,000 1 January 2009 est.

6 Venezuela 99,380,000,000 1 January 2009 est.

7 United Arab Emirates 97,800,000,000 1 January 2009 est.

8 Russia 79,000,000,000 1 January 2009 est.

9 Libya 43,660,000,000 1 January 2009 est.

10 Nigeria 36,220,000,000 1 January 2009 est.

11 Kazakhstan 30,000,000,000 1 January 2009 est.

12 Qatar 27,190,000,000 1 January 2009 est.

13 United States 21,320,000,000 1 January 2009 est.

14 China 16,000,000,000 1 January 2009 est.

15 Brazil 12,620,000,000 1 January 2009 est.

16 Algeria 12,200,000,000 1 January 2009 est.

17 Mexico 10,500,000,000 1 January 2009 est.

4 CIA World Factbook, “Oil: Proved Reserves,” https://www.cia.gov/library/publications/the-world-factbook/rankorder/2178rank.html.

Rank Country (bbl) Date of Information


Daily Oil Production 5

1 Russia 9,932,000 2009 est.

2 Saudi Arabia 9,764,000 2009 est.

3 United States 9,056,000 2009 est.

4 Iran 4,172,000 2009 est.

5 China 3,991,000 2009 est.

6 Canada 3,289,000 2009 est.

7 Mexico 3,001,000 2009 est.

8 United Arab Emirates 2,798,000 2009 est.

9 Brazil 2,572,000 2009 est.

10 Kuwait 2,494,000 2009 est.

11 Venezuela 2,472,000 2009 est.

12 Iraq 2,399,000 2009 est.

13 European Union 2,383,000 2007 est.

14 Norway 2,350,000 2009 est.

15 Nigeria 2,211,000 2009 est.

16 Algeria 2,125,000 2009 est.

17 Angola 1,948,000 2009 est.

5 CIA World Factbook, “Oil: Production,” https://www.cia.gov/library/publications/the-world-factbook/rankorder/2173rank.html.

Rank Country (bbl/day) Date of Information


Data Set 3: Infrastructure and Technology

Directions: Examine the map below and discuss in your group what impact a country’s infrastructure, both physical and digital, and technology has on its economic activities.

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Map of U.S. Coal Infrastructure - Power Plants, Mines, and Major Rail Lines 6

6 David McCollum, “Future Impacts of Coal Distribution Constraints on Coal Cost,” http://steps.ucdavis.edu/People/dlmccollum/future-impacts-of-coal-distribution-constraints-on-coal-cost.


Data Set 4: Investment Capital

Directions: Read the passage below that describes Norway’s philosophy on investing in developing countries and examine the graph detailing its investments. Discuss with your group how the amount of money available to a country influences its economic choices. Do some regions have a distinct advantage over others?

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5.2 The Norwegian Government’s role as an investor and international political player

The Norwegian Government administers a number of funds with different mandates and objectives. Some are explicitly aimed at fighting poverty and others don’t have this either in their mandate or as a secondary goal. The Government Pension Fund – Global is the largest fund, and mainly invests in listed companies in Western countries, with a mandate to ensure long-term returns for future generations. Norfund is the most development-oriented fund, and undertakes both project financing and fund investments to support sustainable industrial development in developing countries. The Norwegian Guarantee Institute for Export Credits (GIEK) facilitates investments and trade by providing credit and guarantees to Norwegian exporters wishing to establish business activity in developing countries. The Government has generally considerable potential influence on Norwegian direct investments abroad in its role as shareholder in some large Norwegian companies. The Government’s involvement in international organisations and schemes is potentially and genuinely crucial to Norway’s efforts to exercise influence on business development and fighting poverty in developing countries.

Figure 5.4 Norwegian investments in developing countries. NOK billion7

7 “Business Sector Investments,” Norwegian Ministry of Foreign Affairs, http://www.regjeringen.no/en/dep/ud/Documents/nou-er/2008/nou-2008-14-2/7.html?id=538419.


Data Set 5: Location

Directions: Examine the maps below and discuss within your group how each country’s geographic location would affect its economic choices. What might they specialize in?

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The Bahamas 8

Switzerland 9

8 CIA World Factbook, The Bahamas Map, https://www.cia.gov/library/publications/the-world-factbook/geos/bf.html.9 Map of Switzerland, http://www.map-of-switzerland.com/large-physical-switzerland-map.htm.


Data Set 6: Political and Economic Alliances

Directions: The following is the preamble to the North American Free Trade Agreement (NAFTA). In your group, discuss how NAFTA and treaties and alliances in general might affect a country’s economic activity. Does a country’s cultural values and economic philosophies impact its economic choices. How so?

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“The Government of Canada, the Government of the United Mexican States and the Government of the United States of America, resolved to:

STRENGTHEN the special bonds of friendship and cooperation among their nations;

CONTRIBUTE to the harmonious development and expansion of world trade and provide a catalyst to broader international cooperation;

CREATE an expanded and secure market for the goods and services produced in their territories;

REDUCE distortions to trade;

ESTABLISH clear and mutually advantageous rules governing their trade;

ENSURE a predictable commercial framework for business planning and investment;

BUILD on their respective rights and obligations under the General Agreement on Tariffs and Trade and other multilateral and bilateral instruments of cooperation;

ENHANCE the competitiveness of their firms in global markets;

FOSTER creativity and innovation, and promote trade in goods and services that are the subject of intellectual property rights;

CREATE new employment opportunities and improve working conditions and living standards in their respective territories;

UNDERTAKE each of the preceding in a manner consistent with environmental protection and conservation;

PRESERVE their flexibility to safeguard the public welfare;

PROMOTE sustainable development;

STRENGTHEN the development and enforcement of environmental laws and regulations; and

PROTECT, enhance and enforce basic workers' rights.”


Works Cited

“Business Sector Investments.” Coherent for development? How coherent Norwegian policies can assist development in poor countries. Norwegian Ministry of Foreign Affairs. 2008. Accessed 3 Oct. 2010. <http://www.regjeringen.no/en/dep/ud/Documents/nou-er/2008/nou-2008-14-2/7.html?id=538419>.

Chapple, Julian. “The Dilemma Posed by Japan’s Population Decline.” Electronic Journal of Contemporary Japanese Studies. 18 Oct. 2004. Accessed 3 Oct. 2010. <http://www.japanesestudies.org.uk/discussionpapers/Chapple.html>.

Map of Switzerland. Code Network Media Group. Accessed 3 Oct. 2010. <http://www.map-of-switzerland.com/large-physical-switzerland-map.htm>.

McCollum, David L., Joan M. Ogden, Daniel Sperling, Christopher Yang, “Future Impacts of Coal Distribution Constraints on Coal Cost,” Institute of Transportation Studies, University of California, Davis, Research Report UCD-ITS-RR-07-26, 2007. <http://steps.ucdavis.edu/People/dlmccollum/future-impacts-of-coal-distribution-constraints-on-coal-cost>.

“NAFTA Preamble.” Trade Compliance Center. Accessed 3 Oct. 2010. <http://tcc.export.gov/Trade_Agreements/All_Trade_Agreements/NAFTA_Preamble.asp>.

The World Factbook. The Central Intelligence Agency. Accessed 3 Oct. 2010. <https://www.cia.gov/library/publications/the-world-factbook/index.html>.

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