.....Teacher Link
.....Student Link
2. Video Reflection: Wealth Inequality in Canada
.....In your Google Doc "Video Reflection Journals" write a response to the video below.
..........a) Write a one-sentence summary of the video
..........b) Write a reflection on the video
3. Introduction to Unit
In its most basic terms, economics is about the control of resources. However, it has a very specific vocabulary that can be a little intimidating to learn. This unit will cover topics in economics like money, macroeconomics, NAFTA, and a lot of others. In order to learn this material, students will have to read ten handouts. There will be five quizzes to test that they have learned the information. Moreover, there will be a unit test for economics too. Finally, students will participate in a global economic game called "Baldicer". Each student will be the "leader" of country for eight rounds (each round representing a year). The "leader" with "wealthy" countries will get 100% while other countries will get marks based upon the number of resources they have. If your country gets knocked out of the game, you will have to write a report about your country (this report can also be used to increase your project mark). The breakdown of the marks will be as follows, countries with:
1000+ Baldicers = 100%
900+ Baldicers = 95%
800+ Baldicers = 90%
700+ Baldicers = 85%
600+ Baldicers = 80%
500+ Baldicers = 75%
400+ Baldicers = 70%
300+ Baldicers = 65%
200+ Baldicers = 60%
100+ Baldicers = 55%
....1+ Baldicers = 50%
900+ Baldicers = 95%
800+ Baldicers = 90%
700+ Baldicers = 85%
600+ Baldicers = 80%
500+ Baldicers = 75%
400+ Baldicers = 70%
300+ Baldicers = 65%
200+ Baldicers = 60%
100+ Baldicers = 55%
....1+ Baldicers = 50%
4. Baldicer
Baldicer is a simulation activity dealing with world food production, food distribution, and food consumption.
In Baldicer, students are the political leader of a country and are responsible for feeding all of their people. All other players have the same responsibility for feeding the people in their country. Each student’s goal is to feed his/her people over the course of seven years by acquiring as many baldicers as possible.
Baldicer is played in rounds that represent years of time. Each year has specific periods to follow.
a) Work Period. Players can earn baldicers for their people by writing “dig, sweat, push, pull” as many times as possible.
b) Natural/Social Forces Period. Players will be given a card from the Game Director – each will have something written on it that will affect their country in either a positive or negative way.
c) Tally Period. Players will compute the Tally Sheet. They need to remember to check all their work carefully, their country’s survival depends on it.
d) Planning Period. This is a time for players to complete negotiations with other countries to keep their people alive. This is also the time to purchase a Food Machine or a Super Food Machine from the Game Director.
Should a country’s people starve despite a student’s best efforts, that student will become the World Conscience. It is up to him/her to let the rest of the world know the facts about world hunger. Players will do this by writing a 750 word report on their country that starved. They are not to interfere with the continuation of the Baldicer activity.
Additional Rules
1. If a player has purchased a Food Machine or Super Food Machine, it is a capital investment and may be kept throughout the game without further cost.
2. If players share their work with another student, they must average their production in the Work Period (example: If one student earns 7 baldicers, and his/her partner earns 3 baldicers, that would equal 10. Divide this number in half and each enter 5 on line 1.)
3. Players must have 0 or more baldicers after purchases are made in order to continue as the leader of the country. They may employ other leaders to work their Food Machine during the Work Period. Payment for such service must be determined by agreement between the two players. Records must be kept by whatever means the players devise (example: If one player is willing to lend another player 6 baldicers to stay in the game, the lender can demand that he/she receive 3 baldicers each year for the next three years. The borrower repays the baldicers PLUS interest. This transaction must appear on both players sheets to be valid.) Each player must keep his own Tally Sheet throughout the game. Deals should be made in such a way that a player has enough baldicers to continue the game.
4. If the total at the end of a year is below zero, the player and his/her people have starved to death. Leaders of “starved countries” become the World Conscience and will attempt to communicate the horror of their fate. Students will have to make posters to warn other countries not to starve! Any technique can be used to dramatize their plight as long as it doesn’t interfere with the activity.
5. Inflation occurs every year and everyone is affected by the rate of inflation. Another thing that affects everyone is the cost of living.
6. An international lending institution or changes to the rules can only be created with the agreement of all countries. Any proposals must be submitted to the Game Director.
7. Work Period for Baldicer
a) Students will have 1 minute to write "Dig, Sweat, Push, Pull"
b) Students do not have to include the commas (,)
c) Each complete line counts as 1 Baldicer; an incomplete line does not count.
d) Show your "Dig, Sweat, Push, Pull" to another student and have them count your lines.
e) Each word must be legible and easily read by another student.
f) Students will sign their tallies for "Dig, Sweat, Push, Pull".
g) Students who have an improper count will recieve no (0) Baldicers for the round.
8. Natural/Social Factors Period
a) Each student will recieve a "Natural Forces/Social Factor Card" and apply it to line 6 of the tally sheet.
b) Then they will calculate line 7.
9. Tally Period
a) Students will enter inflation factors and calculate.
b) Students will calculate "Baldicers on hand" and calculate
c) Students will calculate cost of living and calculate
d) Students can stop the cost of living, if every country agrees to pay the Game Director 5 Baldicers - one time deal
10. Planning Period
a) Students can negotiate the borrowing or lending of "Baldicers" between players.
b) Any transactions must be approved by the Game Director and be initialed by the participants.
c) At the end of line 20, if any country is at a negative number, the country will fail, the people will starve, and the participant will become part of the World Conscience
11. World Conscience
a) If a participant, allows their country to fail, they will join the World Conscience.
b) Members of the World Conscience must whisper "World Hunger Facts" to the remaining participants during the "Work Period"
c) Members of the World Conscience must write a 750 word report on their country economic situation and world hunger.
5. Economics Handout #1: The Economic Problem: Too Many Wants - Not Enough Resources
.....a) What is "the economic problem"?
.....b) What are economic resources?
.....c) How do these economic resources create goods and services?
.....d) What the standard of living?
.....e) What is effectiveness and efficiency?
.....f) What is opportunity cost and give an example of it?
