KEY
POINTS:
• Trade opens doors to the rest of the world
• There are countless economic opportunities in trade
• Trade connections also open opportunities to make a difference
on social issues
• Trade provides an opportunity to address social ills
• Trade cannot cure all problems, but without trade the
problems cannot be solved
• Trade is a crucial component of your future
ACTIVITY: The global pursuit of “The American Dream”
| A. |
Start
with a discussion among the students to define “The
American Dream.”
What do they think it means? Is it still possible?
Is it faltering?
Do students feel that they have unlimited possibilities
and open doors to meet their goals?
What about other countries?
Do people in those countries share the basic desires of
the “American Dream?”
|
| B. |
Have
students discuss whether or not they think that their
generation better off than their parents’ generation.
How has the “American Dream” changed?
|
| C. |
Divide
the classroom into small groups. Have each group select
a different area of the job market and research the job
opportunities they can expect from this field. This would
include possible wages, earning power, stability, growth
opportunities and the impact of international trade.
|
| D. |
Students
then have a job fair and each group makes a presentation
as to why you would want to work in this field. This could
include the creation of recruiting brochures, signage,
PowerPoint presentations, a website and any other information
that might lure candidates to their field.
|
| E. |
At
the conclusion of the job fair, students revisit “The
American Dream”.
Do they still think it is a reality?
Will their generation have advantages over their parents’
generation?
If so, what advantages? If not, why not?
|
Ideas for extending the lesson:
Students would divide into groups, half of the groups taking
countries that trade, the other half countries that don’t
trade. Via email and the Internet, find out what students
from those countries expect and/or hope for their future.
Present the information and see if there is a benefit for
the countries that trade.
Suggestions
for Assessment
Groups grade each other, comparing what they think they know
about the trends in trade, employment.
Debate or hot seat: good grades for those who have a solid
answer to every question, bad grades for those caught unprepared
or without adequate defense.
|
