Teacher's Guide - The Curriculum Project

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17. Trade BlocsPre-teach:integrate (verb): join togethercustoms (noun): the agency that administers tax (‘duty’) placed on goods crossing borders,and searches for and tries to prevent the smuggling of untaxed or illegal goods.Ask students to read the first paragraph about Trade Blocs. They should writedown any words that they don’t know. Elicit any words that students don’tknow. Ask if they can guess the meaning (give them some clues if necessary).If not, give them a dictionary to look it up and tell the class, or tell themyourself.Brainstorm1. Can you name any trade blocs in the world today. Do you know anythingabout them? Do you know who their members are?Ask students whether they know any of them. If they can’t think of anything,prompt them with some suggestions, i.e., ASEAN, the EU, NAFTA, Mercosur.1. The Association of South East Asian Nations (ASEAN)Ask students to read the text about ASEAN. They should write down anywords that they don’t know. Elicit any words that students don’t know. Askif they can guess the meaning (give them some clues if necessary). If not,give them a dictionary to look it up and tell the class, or tell them yourself.Groupwork2. Mini-Quiz. Put the students into groups of 3-5 (you need an even numberof groups for this activity). Let’s say Groups A, B, C and D. Ask each group toprepare a quiz of three questions about the text on ASEAN. They should writethe questions on one piece of paper, and the answers on the other piece ofpaper. Give them about 20-25 minutes to do this.Then ask the groups to sit opposite each other in sets of two. Group A askstheir first question to Group B. Group B must try and answer the question.They are allowed to look at the text. When they have answered, Group Aconfirms whether they are correct or incorrect. Now Group B asks Group Atheir first question. Group A answers. This continues until both groups haveasked and answered three questions. Groups C & D do the same.Now, mix up the groups again, so Group A is with Group D, and Group B iswith Group C. Again they ask and answer three questions, but this time theyare NOT allowed to look at the text.Discussion3. Elicit existing knowledge from the students about ASEAN and Burma.Note: The students may not know anything about ASEAN and Burma. In thiscase, ask students whether they can imagine, or guess, why there have beenproblems between ASEAN, Burma and Western governments.The Curriculum Project ECONOMICS: an introduction - Teacher’s Guide62
Trade Blocs (cont’d)ASEAN, Burma and constructive engagementPre-teach:legitimacy (noun): legal status, recognitionopposition (noun): resistance, disagreementsanctions (noun): cutting of economic links to a countrydemocratise (verb): become more democraticChair (noun): position of leadershipAsk students to read the text. Give them about 5-10 minutes. They shouldwrite down any words that they don’t know. Elicit these words in turn. Ask ifthey, or other students, can guess the meaning. If not, give them a dictionaryto look it up and tell the class, or tell them yourself.Ask students about the cartoon. What is happening?On Your Own1. True or false. Write the statements below (a - d) on the board (but not theanswers!). Ask students to decide whether they are true or false. If they thinkthey are false they need to provide a correct statement. Give them about15 minutes to do this. When they have finished, put them into pairs and askthem to compare their answers? Do they agree? If not, get them to decideon the correct answer. Finally, elicit answers for each statements fromindividual students and check agreement with the rest of the class.a. Constructive engagement means that ASEAN does not interfere in Burma’s domesticpolitics.Answer: True.b. ASEAN agrees with the EU and the US about economic sanctions.Answer: False. The EU and the US support economic sanctions but ASEAN does not.c. Burma has democratised since joining ASEAN.Answer: False. ASEAN has not democratised since joining ASEAN.d. Burma gave up the opportunity to be ASEAN Chair in 2006.Answer: True.Pre-teach:isolation (noun): being cut off or separated from the world.Ask students to read the last paragraph about different economicapproaches to bring about change in Burma. Check understanding.Discussion2. What do you think is the best way to bring about change in Burma usingeconomics? Elicit a free disucssion with the students.The Curriculum Project ECONOMICS: an introduction - Teacher’s Guide63
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Money & Barter (cont’d)Note: ’B
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Teacher's Guide - The Curriculum Project

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