Social Studies: Trade Partners

Summary: Students create maps to identify the locations of Minnesota companies in China and Chinese companies in Minnesota. Students discuss the significance of the locations for the corporations and the communities in which they are located.

Minnesota Academic Standards Information

Subject Area Focus: Social Studies – Economics and Geography

Educational Level: Teachers may adapt the activity for the various grade levels. Intermediate, Middle, High

High (9-12) Level

Economics: The student will understand the key factors involved in the United States economic relationships with other nations.

Geography: The student will use regions and the interaction among them to analyze the present patterns of economic activity in the United States and around the world at various scales.

For the complete standard, see the Minnesota Academic Standards web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html

Middle (6-8) Level

Geography: The student will demonstrate how various regional frameworks are used to analyze the variation in culture and humans’ occupation of the Earth’s surface.

For the complete standard, see the Minnesota Academic Standards web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html

Intermediate (4-5) Level

Geography: The student will demonstrate how various regional frameworks are used to analyze the variation in culture and humans’ occupation of the Earth’s surface.

For the complete standard, see the Minnesota Academic Standards web site at http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html

LEARNING ACTIVITY

Directions

Objectives:

1. Identify Minnesota’s corporate presence in China and China’s corporate presence in Minnesota.
2. Explore the significance of the locations for the corporations and the communities in which they are located.

Preparation: Download and print maps from National Geographic’s Xpedition site at http://www.nationalgeographic.com/xpeditions/hall/index.html.

Time Required: 30-50 minutes

Description

Many Minnesota corporations have offices in China.  Similarly, there are many Chinese businesses with offices here in Minnesota.   

1. Review the list of Minnesota and Chinese companies with offices in the other location.  Are there any that students recognize?  Discuss with the class why some of the Minnesota companies have bases in China.  Why do they think some of the particular Chinese ones are here?
2. Using blank maps of Minnesota and China, have students note with a colored dot the location of each company.  You may want to have students work in groups for this activity.  Divide the corporations so that each group is mapping an equal number of locations. 
3. Study a variety of China and Minnesota maps (topographic, agriculture, population density, etc.) and compare the information found in them with your maps.
4. Have students present and discuss their findings.  Some questions for students to consider:
    
• What patterns do you see regarding where the companies are located?  List some possible reasons for the patterns you see.  
• Why do you think the Chinese companies are here in Minnesota?
• Why do you think the Minnesota companies have bases in China? 
• Imagine you are a worker who was transferred to your company’s office in China.  What challenges would you face living and working in China, and how would you deal with them?
• Imagine you are a Chinese worker who was transferred to your company’s office in Minnesota.  What challenges would you face living and working in Minnesota, and how would you deal with them?

Learning Resources:

National Geographic Map Machine

http://plasma.nationalgeographic.com/mapmachine/

Includes a wide variety of maps 

Basic Search: You may search for a particular place using the basic search feature. Once you get to that map, you can zoom in and out, get related atlas maps, find the flag and fast facts on the country, and find the map source.

Use of Map Categories: Select a map category such as World Themes, than Physical. Within that theme, you may then select a variety of more specific themes such as Earthquakes, Ecoregions, and Elevation.

Minnesota Ag in the Classroom: http://www.mda.state.mn.us/MAITC/default.HTM 

See this site for a variety of free resources including "Commodity Cards" showing the Minnesota location of various agriculture products, curriculum guides, and a four page profile of the Minnesota agricultural industry, entitled Minnesota's Ag Profile. 

University of Texas at Austin, online map library

http://www.lib.utexas.edu/maps/china.html

Collection of maps and information from About.com: http://geography.miningco.com/library/maps/blchina.htm

CIA World Factbook, entry on China:

http://www.cia.gov/cia/publications/factbook/geos/ch.html

Printable Materials: Download and print maps from National Geographic Xpedition site.

Evidence of Learning: The following product(s) supply evidence of student learning.

• Maps
• Class discussion

Special Notes

Technology Integration:

Incorporate technology tools and resources in ways that enhance and support teaching and learning.

• Have students work in groups for this activity.
• Reduce the number of companies to locate.

Accommodations

Change the activity to accommodate students with different needs, knowledge and skills.

Extensions

Extend students' learning with additional activities.

• Have students research basic information about one of the companies to learn why it has offices in Minnesota or China. See the company’s web site or contact them for more specific information.
• Invite a business person as a guest speaker. This person may be a Minnesotan who has worked in China or vice-versa.

Sources/Credits : International trade. Adapted from Ohio Team of Great Lakes Japan in the Schools. (1994). Japan: Lesson plans for junior high schools. Tokyo: International Society for Educational Information.

Entire List of Curriculum Activities