Made in America vs. Outsourcing
Title of Project: Made in USA vs. Outsourcing
Subject(s): U.S. & World Affairs
Grade Level(s): 10th Grade
Abstract:
In this project students will explore the impact global economy/international trade is having on ordinary Americans. They will examine and analyze the impact of out-sourcing on U.S. industries, how it relates to unemployment, and suggest ways to alleviate the situation. The students will include ways to encourage companies to make their products in America and help to boost the economy. They will analyze the role technology and comparative advantage plays in outsourcing, and how that will affect their future and career goals. To this end, students will work in two main groups. One group will assume the role of business owners and the other will be American workers. The project will require the students to create a website, including interviews, videos, and links etc. that will highlight their findings on why companies outsource and what American workers can do to reduce it significantly. This project is meaningful or authentic because it deals with one of the main reasons for unemployment and poverty especially in minority communities, small towns, and rural America where factory-dependent communities have been devastated by closed factories and outsourcing of jobs.
Learner Description/Context: Mundy’s Mill High School, 6952 Fayetteville Road, Jonesboro, GA. 30238
My students are predominantly African-American along with a small population of Latinos and a smaller number of Asians. The school is located in Jonesboro (Clayton County), Georgia. It is primarily in a middle (working) class neighborhood. The students are very urban and hopeful with a desire to go to college. However, there is very little awareness of how they are impacted by the global economy. Hence I think they will benefit from this project through the creation of a website to highlight the impact of outsourcing on jobs, why businesses outsource, and how to encourage companies to start making products in America again. During this project, they will make use of different technologies that will heighten their awareness and hopefully generate their interest in acquiring new technological skills. The impact of unemployment on minority communities across America has been very severe. As a result, this project will be very relevant to them as the student body is comprised mostly of minorities. The community will also be positively impacted by the awareness that the project will create. I expect my students to have a lot of interest in the project and hopefully encourage their parents to get involved because the issues discussed in the project matters to them as it affects their standard of living and well-being.
Time Frame: The project will take three weeks to complete and the students will use both school and outside resources. I will spend some time providing some fundamental and foundational instructions in the classroom and arrange to have the students use the Computer Lab. and other technological resources i.e. iPods, mini laptops etc. at the school. Due to accessibility to technology constraints at the school, I will expect them to use outside resources as well.
Standards Assessed:
SSEIN1: The student will explain why individuals, businesses, and governments trade goods and services.
a. Define and distinguish between absolute advantage and comparative advantage.
b. Explain that most trade takes place because of comparative advantage in the production of a good or service.
c. Explain the difference between balance of trade and balance of payments.
SSEIN2: The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade.
a. Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies.
b. Identify costs and benefits of trade barriers over time.
c. List specific examples of trade barriers.
d. List specific examples of trading blocs such as the EU, NAFTA, and ASEAN.
e. Evaluate arguments for and against free trade.
Professional Standards Commission: IT Standards Addressed
2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)
2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
2.4 Higher Order Thinking Skills
Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)
2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e)
2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences.
(PSC 2.6/ISTE 2f)
3. Digital Learning Environments
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments.
3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators.
(PSC 3.3/ISTE 3c)
3.7 Communication & Collaboration
Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g)
4.3 Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. (PSC 4.3/ISTE 5c)
Learner Objectives:
As a result of this project, students will be able to:
1. Explain why businesses outsource.
2. Describe the role of comparative advantage in outsourcing.
3. Describe the role of government in outsourcing.
4. Describe the impact of trading blocs on outsourcing.
5. Describe the impact of outsourcing on American workers.
6. Identify tangible ways to reduce outsourcing.
7. Explain how they will use their education and skills to reduce outsourcing.
Subject(s): U.S. & World Affairs
Grade Level(s): 10th Grade
Abstract:
In this project students will explore the impact global economy/international trade is having on ordinary Americans. They will examine and analyze the impact of out-sourcing on U.S. industries, how it relates to unemployment, and suggest ways to alleviate the situation. The students will include ways to encourage companies to make their products in America and help to boost the economy. They will analyze the role technology and comparative advantage plays in outsourcing, and how that will affect their future and career goals. To this end, students will work in two main groups. One group will assume the role of business owners and the other will be American workers. The project will require the students to create a website, including interviews, videos, and links etc. that will highlight their findings on why companies outsource and what American workers can do to reduce it significantly. This project is meaningful or authentic because it deals with one of the main reasons for unemployment and poverty especially in minority communities, small towns, and rural America where factory-dependent communities have been devastated by closed factories and outsourcing of jobs.
Learner Description/Context: Mundy’s Mill High School, 6952 Fayetteville Road, Jonesboro, GA. 30238
My students are predominantly African-American along with a small population of Latinos and a smaller number of Asians. The school is located in Jonesboro (Clayton County), Georgia. It is primarily in a middle (working) class neighborhood. The students are very urban and hopeful with a desire to go to college. However, there is very little awareness of how they are impacted by the global economy. Hence I think they will benefit from this project through the creation of a website to highlight the impact of outsourcing on jobs, why businesses outsource, and how to encourage companies to start making products in America again. During this project, they will make use of different technologies that will heighten their awareness and hopefully generate their interest in acquiring new technological skills. The impact of unemployment on minority communities across America has been very severe. As a result, this project will be very relevant to them as the student body is comprised mostly of minorities. The community will also be positively impacted by the awareness that the project will create. I expect my students to have a lot of interest in the project and hopefully encourage their parents to get involved because the issues discussed in the project matters to them as it affects their standard of living and well-being.
Time Frame: The project will take three weeks to complete and the students will use both school and outside resources. I will spend some time providing some fundamental and foundational instructions in the classroom and arrange to have the students use the Computer Lab. and other technological resources i.e. iPods, mini laptops etc. at the school. Due to accessibility to technology constraints at the school, I will expect them to use outside resources as well.
Standards Assessed:
SSEIN1: The student will explain why individuals, businesses, and governments trade goods and services.
a. Define and distinguish between absolute advantage and comparative advantage.
b. Explain that most trade takes place because of comparative advantage in the production of a good or service.
c. Explain the difference between balance of trade and balance of payments.
SSEIN2: The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade.
a. Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies.
b. Identify costs and benefits of trade barriers over time.
c. List specific examples of trade barriers.
d. List specific examples of trading blocs such as the EU, NAFTA, and ASEAN.
e. Evaluate arguments for and against free trade.
Professional Standards Commission: IT Standards Addressed
2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a)
2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
2.4 Higher Order Thinking Skills
Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)
2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e)
2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences.
(PSC 2.6/ISTE 2f)
3. Digital Learning Environments
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments.
3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators.
(PSC 3.3/ISTE 3c)
3.7 Communication & Collaboration
Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g)
4.3 Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. (PSC 4.3/ISTE 5c)
Learner Objectives:
As a result of this project, students will be able to:
1. Explain why businesses outsource.
2. Describe the role of comparative advantage in outsourcing.
3. Describe the role of government in outsourcing.
4. Describe the impact of trading blocs on outsourcing.
5. Describe the impact of outsourcing on American workers.
6. Identify tangible ways to reduce outsourcing.
7. Explain how they will use their education and skills to reduce outsourcing.