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Motivating the study of international trade: A classroom activity

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  • Sherry Jensen

Abstract

In this article, the author describes a classroom activity for use in introductory economics courses to motivate the study of international trade. The learning activity highlights the importance of international trade in students' everyday lives by having students inventory their on-hand belongings and identify where the items were manufactured. Students find that even among the relatively few possessions they have with them in the classroom, dozens of countries are represented. Further, the activity can be used to prompt discussions on the benefits of trade, trade patterns, comparative advantage, specialization, and trade regulations, as well as welfare effects of those regulations.

Suggested Citation

  • Sherry Jensen, 2016. "Motivating the study of international trade: A classroom activity," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 311-316, October.
    • Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:311-316
    DOI: 10.1080/00220485.2016.1213680
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    References listed on IDEAS

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    1. Mark Dickie, 2006. "Do Classroom Experiments Increase Learning in Introductory Microeconomics?," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(3), pages 267-288, July.
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    5. Tisha L. N. Emerson & Beck A. Taylor, 2004. "Comparing Student Achievement across Experimental and Lecture-Oriented Sections of a Principles of Microeconomics Course," Southern Economic Journal, John Wiley & Sons, vol. 70(3), pages 672-693, January.
    6. Edward Cartwright & Anna Stepanova, 2012. "What do Students Learn from a Classroom Experiment: Not much, Unless they Write a Report on it," The Journal of Economic Education, Taylor & Francis Journals, vol. 43(1), pages 48-57, January.
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