LP+Utah's+Global+Trade+Interdependence

**Standard 4.** Students will understand the diverse ways people make a living in Utah.
 * Objective 1.** Explore the components of Utah's economy.
 * Indicator b.** Investigate Utah's global trade interdependence.


 * Lesson: Utah's Global Trade Interdependence **


 * Vocabulary:**
 * MOU


 * Essential Questions:**
 * How is international trade important to the Utah economy?
 * What is the role of government regarding international trade?


 * Instructional Activities:**
 * Could a dairy run their tractors on recycled manure? As a class, discuss [|the article]about the Jinshan/Utah MOU and project.
 * What is a MOU? What level of commitment is involved?
 * Why would the government sign an MOU?
 * What is the benefit of the joint project for the Utah companies?
 * Are there benefits for the state of Utah as well?
 * Discuss the top 10 exports and top 10 exporting destinations for Utah (resource list below). The textbook has a list that might be older, and it is interesting to see the changes, particularly in the emerging Asian markets.
 * Do any of the exports surprise students? How about export destinations?
 * Try to tie exports to the student's families or neighbors--who do they know that works for a company that exports something? There is a vignette, for example, on the WTCUT site (below) about producing bulletproof and bazookaproof vehicles in Utah for export.


 * Assessment:**
 * **Test question** - Why is it important for Utah to be involved in international trade?


 * Materials / Resources for Teachers:**
 * __The Utah Journey__, page 289
 * Utah 2010 Exports
 * [] -- World Trade Center Utah (Some multi-media vignettes, as well as a lot of other information)
 * []


 * Materials / Resources for Students:**
 * __The Utah Journey__, page 289
 * Utah 2010 Exports