I. Letter to parents and guardians

April 4, 2002

Parents and Guardians,

This letter is a reminder and clarification about the International Cultural Fair. This event will be taking place on Tuesday, April 10th at 6:00 p.m.. The students will be setting up their displays on April 9th and the judging will take place during the day on April 10th. The students are going to be judged on their knowledge and the creativity of their display. The students need to have their food, any costumes, props, or artifacts with them on April 10th during their particular class time. The students have been working very hard on this since January and final preparations are under way.

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Each student must be present at 6:00 p.m. on April 10th. Failure to be present will hurt their grade tremendously. We are inviting you to come to this event and see the work of each group. Viewing of the projects will be done from 5:30 - 6:00 p.m. on April 10th. Immediately following this there will be some introductions and then the band and choir will perform. After their performance, awards will be presented to the top three places. The students need to be prepared to take down their displays immediately after the program. The program should last approximately one hour. We look forward to seeing you on April 10th.

Please detach the lower portion on the dotted line and return it to Mr. Crull by April 6th 2000. Please feel free to call West Jay if your have any questions and thank you for your support of this learning experience.

Sincerely,
Michael Crull

We have received this letter and understand the dates and times of this event.

Parent Signature ___________________

II. Current Events Assignment Name

Current Events Assignment

Name ___________
Date __________

Since you have been studying economics, it is know time to see how well you know the 15 economic words you have studied. You are to find an interesting article relating to Indiana from the newspaper. You are to read the article and then Write me a summary about the article. Then you are to find three economic principles that apply in this article. In the spaces below write the concept down and then follow each concept with a reason why this concept fits this article and how it is related or affects Indiana. You also need to highlight the main idea of this article. Be prepared to present this article to the class and you should be able to support your findings to the class and answer any questions regarding the article.

1. Concept
Reason chose
Relationship to Indiana
2. Concept Reason chose
Relationship to Indiana
3. Concept Reason chose
Relationship to Indiana

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III. Teaching International Connections Using Geography and Economics

Global interdependence is an existing reality today. Our world has become vastly interdependent recently through the advancement of technology and communication. Geography and economics bring about a good basic understanding of this global interdependence through the study of international trade and the connections that it has throughout each community within the United States. I have found several activities that students enjoy that help them learn the basic principles of geography and economics as is relates to Indiana and the world.
Students are introduced to several economic concepts using materials from the NCEE, IDOE, The Federal Reserve Bank and many others. The activities from these resources have enhanced my geography curriculum and brought about an atmosphere of appreciation for geography.

The students gained an enthusiasm for geography when I began to infuse economics into my curriculum. One of the first activities that I used was to have the students write letters to different embassies of countries that we would be studying. I had the students ask for information about the general economic factors of the their country such as trade partners and commodities exchanged as well as geographical information such as government type, religious aspects, resources,etc. The students then use this information to map trading partners and analyze the economic situations of each country using charts and graphs to support their conclusions.
The students then due further research on their country to develop a presentation. This presentation involves the development of a display board and report. The students are then involved in an International Culture Connections Fair. At this fair, the students are judged upon their display and knowledge of the economics and geography of their country. This night also involves the band and choir. Prizes are given out to the top three winners.

Students also gain insight to the importance of advertising within a business or country. Remc, our local electric company, comes to school on several days to talk about the economics of advertising. The students are asked to design a commercial that will be judged and the best one picked. The students involved with this the winning commercial are taken to lunch and then to WPGW-14 to record their commercial. This commercial is then used my REMC for next 3 months.
After completing the advertisement section, students are shown the connections that their community has to the international world. Students write to local companies asking them about the connections they have to other countries regarding the resources they use and the products they buy and sell. The students are also asked to study and describe the similarities and differences that these countries have with the United States and Indiana. Saint Gobain, a local glass company owned by the French, has come to school to talk about their trade policies with Indiana and Untied States and the differences in cultures that can sometimes hinder or even stop trade relations. They also discuss the impact that culture and government can have upon trade policies. Saint Gobain and Indiana Glass both participate in the teaching of economics in my classroom. In addition, both businesses lend some financial support to my program.

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We also trade do several trading activities within class. One particular activity involves using paper sacks that are filled with one or more items and then the students try to trade the items in their sack for something they need or desire. This teaches the students the principles of bartering, scarcity, opportunity costs etc. We then venture into another activity in which students look at the GDP and then figure the per capita GDP. Then the students decide whether the countries involved are low, middle, high-income countries. Students are then asked to pick an imaginary country and indicate whether it is high, middle or low-income country. Based on this information they list and design some products that fit this country, then students recorded the type, number, price, and revenue generated. After several rounds, the students then figure their GDP and per capita GDP. Many of the above activities can be found in the Trading Around the World curriculum produced by the State Department of Education.
Along those same lines, a banker from Citizens State Bank comes in and discusses exchange rates and the role they play in our economy. She allows the kids to figure several rates and employs several activities with them. These activites are associated with the economic situations in Indiana.

Toward the end of the year, when we have finished discussing the essential concepts of geography and economics, we embark upon a simulation game to reinforce and reteach some of the major concepts. This simulation allows the students to see how nations are developed using what is available and economic concepts that influence it progress. The students are asked to develop their own country that includes a particular government, economic system, resources, technology, etc.. Then based upon the information they must decide if they are a developed country or not. Then students begin to develop products, using play dough, from the resources that are available. Then different cards are given to them by the instructor that either create financial hardships on the country or move the country forward. The students must deal with each situation logical and present facts that support their decision. They must also take into consideration the culture and economical affect that their decision might have on the country they represent. After several days of this, I ask the students to analyze what they have done and write me a summary of what they feel has happened with their country. We end with a discussion about the problems they encountered.

As our world continues it patterns of globalization, we must take look at how at ways we can enhance our social studies curriculums with economics. Economics has and will continue to add excitement and enthusiasm to my geography classes through the study of International Connections. My students now have and a see a reason to study geography once I began to discuss the connections we (in Indiana) have, through trade, with the rest of the world.
MICHAEL F. CRULL

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IV. International Cultural Fair April 9,2002

I. INTRODUCTION
The world is a vast and wonderful place. Our world is composed of many countries that vary in size and shape. Each country is unique and has developed its own culture and government. Many people do not even know that differences even exist in other countries. Many people believe that other countries are very similar to the United States of America. However, each country has developed its own independent culture and economic system.
Studying your country will provide you with an interesting undertaking. Each country has a unique culture, history, and list of famous people and events. You will find that your country has places to visit, valuable resources, important industries, and many other fascinating things to learn and study. This project offers an excellent opportunity to learn about other countries and the important role the play within our world as well as Indiana. There are many topics to research; enjoy your project.

II. IDENTIFYING TOPICS
Identify and find the following information about your country. Place the information in the blanks provide after each topic. You will use this information to write a report about the section you are assigned. Remember you are responsible for your section only.

A. GENERAL INFORMATION
1. Continent country located on:
2. Official name of your country:
3. Capital of country:
4. Population density of country (most recent):
5. Population:
6. Currency /money and exchange value in US dollars:
7. Urban area percentage: Rural Area:
8. Official language or languages:
9. Religions of the country:
10. Five major cities of country and location in country:
City Relative Location/Absolute Location a. b. c. d. e.
11. Major Languages:
12. Land area:
13. Coastline:
14. Miles traveled from Indianapolis to capital of your country.
15. Bordering Countries and directional side (N, S, E, W border)
16. Economic System:
17. Government:
A. Head of State:
B. Type of Government:
C. Date of Independence:
D. Independence from whom:

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B. GEOGRAPHY
l. Highest point (Give name, location, and elevation):
2. Lowest point (Give name, location, and elevation):
3. Oceans, seas, or waterways along coast if any:
4. General description of topography:
5. Major mountain ranges, mountains, volcanoes, etc. (Give name, and location in country):
6. Major rivers, lakes, seas, etc. (Give name and location in country)
7. Major plains, plateaus, deserts, etc.: (Give name and location in country)
8. Climate (List each climate and the area in which it is found within the country):

C.CULTURE
1.Important holidays and why celebrated (at least 5):
2. Common foods of the country:
3.Description of average housing materials and living conditions (this would include what family members live there):
4. Transportation systems:
5. Educational system: A. Literacy rate
B. Years of compulsory education: 6. Health: a) Life expectancy:
b) Infant morality: 7. Sports and recreation:
8. Crafts, artifacts, and music:

D. ECONOMY
1. Major industries:
2. Major agricultural products:
3. Mining/Minerals:
4. Finance
a) Gross domestic product (GDP)
b) Per capita GDP: Year Per capita GDP in dollars
c) Trading partners:
1. Import commodities
2. Import countries:
3. Export commodities:
4. Export countries:

E. HISTORY- Give a brief history of the country naming and explaining wars, invasions important events and people that have occurred in this country.
A. Discuss three significant wars and/or invasions - give the details of each
2.
3.
B. Discuss the ancient history of country.

F. COMPARISONS -
Compare your country to the United States one other country and Indiana. Focus on trading, culture, government, landforms, economic systems, and resources. Be able to support
all statements with factual information.
Culture comparison
Government comparison
Economic Comparison
Land and Resource Comparison

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III. PROJECTS
1. Make a special food unique to your country for distribution to judges.
2. Produce an artifact or project unique to your country.
3. Make four colorful graphs.
a. A pictograph comparing the population of your country to the United States and four other countries of your choice.
b. A bar comparing the population density of your country to that of the United States and four other countries of your choice.
c. A circle graph showing the urban and rural living in your country. d. A line graph showing the per capita GDP of your country for five different years.
4. Obtain a map showing country and landforms.

IV. FINDING SOURCES
Find several sources of information about your topic. In addition to encyclopedias, there are many library books, textbooks, magazine articles, Internet articles, almanacs, and atlases available for your country. The local libraries may have a special section dedicated to your country. You may also write a
letter to your country's embassy in Washington D.C. to obtain further information or pictures. Ask your teacher or librarian for addresses of people to whom you can send requests for information. REMEMBER EACH TIME YOU USE A BOOK YOU MUST WRITE DOWN THE INFORMATION YOU NEED FOR YOUR BIBLIOGRAPHY PA GE (SEE LAST PAGE FOR INFORMATIONPERTAINING TO THE BIBLIOGRAPHY PAGE).

V. GENERAL REQUIREMENTS
1. Design a presentation that explains what you have learned and this will be included on a display board.
2. You will be required to teach and share your part with each member of your group. Group will be given an oral test before judging.
3. You will be required to a brief oral presentation and answer several questions from the judges about your country. Each person will be required to present and answer questions.
4. You report must be typed. Grammar and spelling will be checked and graded. 5. Your display must be neat and well organized.
6. No plagiarism is allowed. This will result in a grade deduction.
7. Your display must be neat and well organized and should include some pictures of your country.
8. Everything must be done by April 8,2002. We will be setting everything up during your class period.
9. You will be given about 12 days in class to work on this and it will require you to work outside of class also.
10. You will receive a 5-point deduction each incident of wasting time. Use your time wisely and effectively.
11. You will be given a 5-point deduction each time you create a disruption within the library or classroom. You will be notified each time you receive a deduction.
12. You will be given an individual grade on your part and a group grade on the final presentation and display.
13. Awards will be given to the top three displays and presentations.
DEADLINES
Information Sheet due February 22, 2002 Graphs and Maps due March 15, 2002 Report Rough Draft due March 15, 2002 Report Final Draft due April 3, 2002 Display, artifact, etc. Due April 5, 2002 Setup April 8,2002
Program April 9, 2002 @ 6:00 P.M.
(All students are required to attend. Failure to attend will result in a zero.)

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