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Lesson Plan
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\n\"Imports\n\n
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\nCurated OER\n
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\nImports and Exports for Making a Food Pyramid\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nPupils examine the food pyramid and discuss it nutritional value. They play a game to determine what types of foods and number of servings they need to complete food pyramids. they can i\"import\" or \"export\" cards with foods they need or...\n
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\n\"America's\n\n
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\nCurated OER\n
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\nAmerica's Heartland\n

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\nFifth graders investigate imports and exports to discover its importance to America as a world power.  In this Imports and exports lesson, 5th graders discuss how climate and natural resources aid a country in becoming a world...\n
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Lesson Plan
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\n\"Chapter\n\n
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\nCurated OER\n
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\nChapter 37: International Trade\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nSeveral graphs help to illustrate the dynamics of international trade in this slideshow. World prices, imports and exports, and the economic impact of tariffs are detailed in the presentation, along with arguments for free trade and the...\n
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Worksheet
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\n\"Foreign\n\n
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\nCurated OER\n
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\nForeign Economics\n

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\n\nFor Students\n\n7th - 10th\n
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\nWhy do so many countries export cars? Economists examine this and other foreign economics principles through this introductory worksheet. A brief text explains international trade, then lists the top 11 leaders in global trade, along...\n
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Instructional Video3:34
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\n\"Balance\n\n
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\nJacob Clifford\n
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\nBalance of Payments\n

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\n\nFor Students\n\n11th - 12th\n\nStandards\n
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\nExplore one of the key concepts of macroeconomics with Mr. Clifford, who guides students through understanding the exchange of goods and services between countries, imports and exports, trade deficits, and current versus financial accounts.\n
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Instructional Video4:17
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\n\"Data\n\n
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\nKhan Academy\n
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\nData on Chinese US Balance of Payments\n

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\n\nFor Students\n\n11th - Higher Ed\n
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\nSal references the US Bureau of Economic Analysis to demonstrate discrepancies in US imports and exports with actual documentation. A financial account chart documents the inflow and outflow of asset ownership, and Sal observes how few...\n
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Worksheet
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\n\"Import/Export\n\n
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\nK12 Reader\n
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\nImport/Export\n

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\n\nFor Students\n\n4th - 5th\n\nStandards\n
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\nThe reading passage here uses the example of the American colonies to introduce imports and exports. After reading the text, class members respond to five questions, which require pupils to find facts in the text and form opinions...\n
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Instructional Video5:00
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\n\"Comparative\n\n
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\nComparative Advantage Practice: Output and Input Questions\n

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\n\nFor Students\n\n11th - 12th\n\nStandards\n
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\nDelve into the economic concept of comparative advantage and guide your learners through the process of completing a corresponding input and output chart, using instruction and tips from this resource as a reference.\n
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Lesson Plan
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\n\"International\n\n
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\nCurated OER\n
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\nInternational Trade Web Pages\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents describe how a country is currently engaging in international trade in terms of both imports and exports, as well as identifying trade barriers. They conduct research to identify the institutions and culture of a country. Using...\n
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Lesson Plan
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\n\"Corn\n\n
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\nCurated OER\n
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\nCorn Exports Visually\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents study imports and exports and the countries that import the most corn from the U.S. They construct mini paper corn plants and label a map with these plants to represent the amount of corn the U.S. exports to countries around the...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe World On a String\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents connect a string to one another where they each represent a country and share problems of their imports and exports. In this imports and exports lesson plan, students pull on strings and the students that feel the tug realize...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA LOT OF THIS FOR A LITTLE OF THAT\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents describe the import and export of agricultural products and gain a comprehension of the concept of supply and demand. They discuss exports and imports. Students have small world maps on each desk, they identify the countries...\n
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\n\"String\n\n
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\nCurated OER\n
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\nString Trade\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders discuss the concept of imports and exports in trade. They participate in a simulation that explores the interchange and relationships between natural resources, scarcity, politics and tariffs.\n
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\n\"Recognizing\n\n
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\nCurated OER\n
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\nRecognizing Trade Definitions and Concepts\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents differentiate between imports and exports and examine data related to international trade. They view and discuss a PowerPoint presentation about international trade, define key vocabulary terms, answer discussion questions, and...\n
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Lesson Plan
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\n\"At\n\n
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\nCurated OER\n
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\nAt Your Fingertips\n

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\n\nFor Teachers\n\n1st\n
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\nFirst graders observe a variety of different foods including kiwi, banbnas, coffee, chocolate and discuss where they come from. They discuss the terms import and export then identify the locations where the items came from and their...\n
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Lesson Plan
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson Plan on Why Nations Trade\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders examine the difference between imports and exports and the types of decisions made by governments when it comes to trading. They identify the key players and characteristics of international trade. They also discuss...\n
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Lesson Plan
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\n\"Arkansas\n\n
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\nCurated OER\n
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\nArkansas and NAFTA\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nBuild literacy through social studies and reading strategies. This lesson plan focuses on using pre-reading, vocabulary building, and comprehension questions to boost literacy while educating learners on international trade, NAFTA, and...\n
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Lesson Plan
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\n\"Where\n\n
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\nCurated OER\n
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\nWhere in the World Do Those Cookies Come From?\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents discuss exports and imports by discovering where the ingredients come from for making chocolate chip cookies. They take a survey of their favorite cookies and create a bar graph to represent the information.\n
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Lesson Plan
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\n\"Seeking\n\n
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\nCurated OER\n
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\nSeeking a Balance in International Trade: Pacific Rim Import-Export Transactions Activity\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents role play as members of a company's import-export purchasing department attempting to develop a positive trade balance with a Pacific Rim nation. They create a company and research a trade nation in order to report to their...\n
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\n\"Running\n\n
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\nCurated OER\n
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\nRunning an Export Business\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents define and give examples of importing and exporting, then analyze the role of importing and exporting on employment. They outline the basic procedures for exporting in an international market. Finally, students utilize...\n
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\n\"Canada\n\n
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\nCurated OER\n
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\nCanada and its Trading Partners\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents identify the relationship between Canada and its trading partners. They use two data sources, Canadian Statistics and E-STAT, on the Statistics Canada website to explore the growing importance of trade in general.\n
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Lesson Plan
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\n\"4:\n\n
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\nCurated OER\n
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\n4: In With the Imports\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents research imports of American Samoa and Hawaii and create a map showing the major imports for both.  For this economics lesson, students identify where American Samoa and Hawaii are on a map, discover what the imports for...\n
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Lesson Plan
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\n\"Banking\n\n
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\nCurated OER\n
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\nBanking on a Good Turn\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents research the economies of countries in the Group of 8 and present how their economies have changed over the past five years and how the relationships among these countries affect each other in light of world events.\n
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Lesson Plan
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\n\"Fruit\n\n
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\nCurated OER\n
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\nFruit or Vegetable?\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nWatermelon is a vegetable? A tomato is a fruit? Believe it or not, this debate is decades old. Groups examine rulings by the US Supreme Court, the USDA, and state statutes before developing their own criteria to use when labeling...\n
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