9-12 Civics and Economics: Globalization: Conflict Resources
Students will research a resource used in the creation of a capital good that has led to conflict in another country. Examples could include the mining of minerals, oil, and monocrop agriculture. They will collaborate to create an engaging news broadcast that presents their findings and answers the driving question.
|Name of Project
|Globalization: Conflict Resources
|CE.E.1.1 Compare how individuals and governments utilize scarce resources (human, natural and capital) in traditional, command, market and mixed economies.CE.E.2.1 Explain the basic concepts of trade (e.g., including absolute and comparative advantage, exchange rates, balance of trade, gains from trade, etc.).CE.E.2.2 Summarize how nations specialize and become interdependent through trade (e.g., trade restrictions and government policy).
|Driving Question / Problem / Activator
|Do our choices as consumers affect the globalized economy for the better or worse?
|Students will research a resource used in the creation of a capital good that has led to conflict in another country. Examples could include the mining of minerals, oil, and monocrop agriculture. They will collaborate to create an engaging news broadcast that presents their findings and answers the driving question.
|Two to three 90-minute class periods
|Materials / Resources (including link to slideshow if available)
|Scarcity, globalization, resources, conflict
|Is your ____________ (identify product here) fueling conflict?
|Students will brainstorm resources used in the production of commonly used capital goods that are bought in the United States that may fuel conflict in other nations.
|Students will plan a 5 minute news broadcast video that identifies a resource used in a commonly purchased item, the conflict that has arisen due to the demand for that resource, and an assessment as to whether or not they would buy that item knowing the conflict behind it.
|A news broadcast summarizing the role of globalization in the production, consumption, and conflict over of a commonly used good or service.
|The student broadcast
|Closure / Student Reflections
|Students will reflect on both their product and learning in a self-assessment.
|Possible Modifications / Extensions
|Modifications: Teachers can determine if students will work with a partner or with a larger group. Teachers can assign resources/items or let students choose. Teachers can prepare a list of research materials for students to use or allow students to conduct independent research.Extensions: Students can research ways to resolve the conflict and create conflict resolutions specific to their resource/issue. Students can also research sustainability practices and create suggestions to make the collection of the resource more sustainable.
Insert Links to Google Forms
Pretest Link: https://forms.gle/cngrFvr1dLRgvkPw5
Post-test Link: https://forms.gle/R5sfqAFTRKnmmbbSA
Credits or Modified From
Global Connections: The Middle East. (n.d.). Retrieved from https://www.pbs.org/wgbh/globalconnections/mideast/educators/resource/lesson1.html
Mrs. Metcalf & the Congo in Econ. (n.d.). Retrieved from https://sites.google.com/a/masoncityschools.org/mrs-metcalf-the-congo-in-econ/home
Newscast Rubric. (n.d.). Retrieved from http://www.srvhs.org/Staff/teachers/ehamilton/US Pages/Projects/Newscast Rubric.doc
Additional Resources / Help for teaching this lesson
Sample Pictures / Video
Teacher Comments of what worked / did not work well