Snapshot 7.11. Using a Graphic Organizer
Integrated ELA/Literacy and Economics in Grade Twelve (cont.)He explains the task: “As a team, you’re going to conduct an Internet search about the
country you see printed on your note card. That country is a U.S. trading partner, and the
graphic organizer is going to help you focus the information you need to make a decision
about the economic benefits and/or problems of the U.S. conducting international trade with
that country. You can divide up the categories of information among the members of your
team. Someone needs to research whether the U.S. has a trading deficit or surplus with the
country. For all responses, be sure to provide the figures that will support your answer about
the balance of trade and the source of that information. Someone else can research the
tradable goods that the country imports from or exports to the U.S. A third team member can
find the exchange rate of the country’s currency with the U.S. dollar as well as the amount
of the country’s national debt. Be sure to convert the country’s currency into U.S. dollars,
even if the debt is zero dollars. If you have a fourth team member, that person will research
the country’s international investment position. You remember how we looked at that for the
United States already, so you can use your notes to help you. If you do not have a fourth team
member, the team will work on that part together. When everyone is done, we’ll talk about
how the team can evaluate all that information to determine whether your group’s assigned
country or the U.S. has a possible comparative or absolute advantage with the particular
tradable goods.”
As the groups begin to divide up the work, Mr. Toft circulates around the room, monitors
student discussion, and responds to any questions students may have.CA CCSS for ELA/Literacy: RH.11–12.2, 7, 10; WHST.11–12.7, 9; SL.11–12.1; L.11–12.4
Related CA History–Social Science Standards/Principles of Economics:
12.2 Students analyze the elements of America’s market economy in a global setting.
12.4 Students analyze the elements of the U.S. labor market in a global setting.
12.6 Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by,
economic forces beyond the United States’ borders.Source
Kosanovich, Marcia L., and Debra H. Miller. 2010. “Scenario F.” Eight Scenarios Illustrating the Adolescent Literacy
Walk-through for Principals, 20–22. Portsmouth, NH: RMC Research Corporation, Center on Instruction.The following snapshot illustrates the integration of literacy and history/social science within a
twelfth-grade civics class.
Grades 11 and 12 Chapter 7 | 785