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Objective 1: "Economic Interdependence"         EPF.E.4.1 Explain the impact of trade on the interdependence between nations. 

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Objective 1: "Economic Interdependence"         EPF.E.4.1 Explain the impact of trade on the interdependence between nations. 

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Students will be able to understand and explain factors of economic interdependence and their impact on nations.

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Objective 2: "North Carolina's Economic Role"  EPF.E.4.2 Explain how North Carolina contributes to and benefits from the United States and world economies. 

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Objective 2: "North Carolina's Economic Role"  EPF.E.4.2 Explain how North Carolina contributes to and benefits from the United States and world economies. 

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Students will be able to explain how North Carolina contributes to and benefits from the United States and world economies.

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Facilitate a class discussion on how understanding economic interdependence and North Carolina's economic role can impact students' future career choices and financial decisions.

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Students will complete an exit ticket answering: 1) What are three factors that contribute to economic interdependence? 2) How does North Carolina benefit from participating in the global economy? 3) What surprised you most about NC's role in the US and world economies?

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Students can find and analyze a recent news article about North Carolina's economy or a global economic event affecting the state. They should summarize the article and explain its relevance to the concepts learned in class.

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Jewelers Mutual ® Group, a leading insurer dedicated to protecting jewelry and jewelry businesses, will establish a new office in Wake County focused on creating data-driven solutions for its customers, creating 200 jobs, Governor Roy Cooper announced today.

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Jewelers Mutual ® Group, a leading insurer dedicated to protecting jewelry and jewelry businesses, will establish a new office in Wake County focused on creating data-driven solutions for its customers, creating 200 jobs, Governor Roy Cooper announced today.

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Classic North Carolina Food Brands | Trail Of History

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Students will research how global economic interdependence might affect their personal finances (e.g., product prices, job opportunities, investments). They will create a brief presentation to share their findings.

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How Global Trade Runs on U.S. Dollars | WSJ

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Using the Federal Reserve Economic Data (FRED) website, students will create three different graphs showing economic indicators for North Carolina and write a short analysis of each.

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NC - Economic Data Series | FRED | St. Louis Fed

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17,132 economic data series with tag: NC. FRED: Download, graph, and track economic data. North Carolina.

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Multiple Review Games

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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(EPF.E.4.1)-

Specialization

Efficiency and Advantage

Absolute Advantage

Comparative Advantage

Advantage as a reasoning for trade

Major US exports/imports

US trading partners

Trade Agreements

NAFTA and USMCA

WTO

APEC

Questions to think about

How does trade benefit the US?

Is there a downside to trade?

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Trade and North Carolina (EPF.E.4.2)- (2-3 Days)

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Trade and North Carolina (EPF.E.4.2)- (2-3 Days)

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Trade and North Carolina (EPF.E.4.2)

How NC benefits from trade

NC’s exports and trading partners

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Trade Blocs

Protectionism vs. free trade

Absolute advantage

Comparative advantage

Balance of trade

Trade wars

Trade surplus

Trade deficit

Tarifs

Quotas

Embargo

Subsidy

European Union

North American Free Trade Agreement

United States-Mexico-Canada

Agreement

Association of Southeast Nations Free trade

Protectionism

Globalization

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Economic Systems

Capitalism

Imports

Exports

Mixed Economy

Market Economy

Command Economy

Traditional Economy

Supply and Demand

Gross Domestic Product (GDP)

Inflation

Economic Indicators

Trade Policy

Globalization

Market Structures

Consumer Price Index (CPI)

Trade Deficit/Surplus

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Introduction (5 minutes)

Briefly introduce the activity and its objective: to explore and understand the economic profile of North Carolina.

Explain that students will analyze data about North Carolina's economy to answer questions and discuss their findings.

2. Research (30-45 minutes)

Divide students into small groups (3-4 students per group).

Assign each group a specific aspect of North Carolina’s economy to research using the OECD link or other reliable sources. Potential aspects include:

Major industries and sectors (e.g., technology, agriculture, manufacturing)

Economic indicators (e.g., GDP, unemployment rate, income levels)

Key economic trends (e.g., growth areas, challenges)

Provide each group with a handout that includes questions they need to answer about their assigned aspect. Example questions:

What are the top three industries in North Carolina, and how do they contribute to the state’s economy?

What are the most recent trends in employment and income levels in North Carolina?

How does North Carolina’s economic profile compare to other states in the region?

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North Carolina | The Observatory of Economic Complexity

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Find the latest international trade data for North Carolina, United States.

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In 2023, North Carolina exported $42.2 billion of goods to the world. In 2021, exports from North Carolina supported an estimated 128 thousand jobs.

North Carolina was the 14 th largest state exporter of goods in 2023.

In 2023, North Carolina goods exports were $42.2 billion , an increase of 44 percent ( $13 billion ) from its export level in 2013 (latest data available).

Goods exports accounted for 5.5 percent of North Carolina GDP in 2023 (latest data available).

North Carolina goods exports in 2021 (latest data available) supported an estimated 128 thousand jobs. Nationally, jobs supported by goods exports pay up to an estimated 18 percent above the national average.

In 2023, North Carolina exported $40.0 billion of manufactured products.

North Carolina exports of manufactured products supported an estimated 116 thousand jobs in 2021 (latest data available).

The state's largest manufacturing export category is chemicals , which accounted for $15.0 billion of North Carolina 's total goods exports in 2023.

Other top manufacturing exports are machinery, except electrical ( $4.8 billion ), transportation equipment ( $3.6 billion ), computer and electronic products ( $2.6 billion ), and electrical equipment, appliances and components ( $1.9 billion ).

A total of 11,115 companies exported from North Carolina locations in 2022 (latest data available). Of those, 9,646 ( 87 percent) were small and medium sized enterprises with fewer than 500 employees.

Small and medium-sized firms generated 21.9 percent of North Carolina 's total exports of goods in 2022.

42 percent of North Carolina 's goods exports ( $17.9 billion ) in 2023 went to current FTA partners.

North Carolina is the country's 14 $4.5 billion in domestic agricultural exports abroad in 2022 (latest data available according to the U.S. Dept. of Agriculture). th largest agricultural exporting state, shipping

Top Agricultural exports were:

International Investment Creates Jobs in North Carolina

In 2021 (latest data available), foreign-controlled companies employed 303,600 North Carolina workers. Major sources of foreign investment in North Carolina included Germany, the United Kingdom and Japan .

Foreign investment in North Carolina was responsible for 7.7 percent of the state's total private-industry employment in 2021.

North Carolina 's Major Metropolitan Areas Benefit from Exporting
In 2022 (latest data available), the following metropolitan areas in North Carolina recorded goods exports: Charlotte-Concord-Gastonia ($12.2 billion), Virginia Beach-Norfolk-Newport News ($5.8 billion), Raleigh-Cary ($4.7 billion), Durham-Chapel Hill ($4.1 billion), Greensboro-High Point ($2.4 billion), Hickory-Lenoir-Morganton ($1.3 billion), Greenville ($1.2 billion), Rocky Mount ($1.1 billion), Winston-Salem ($1 billion), Asheville ($921.2 million), Wilmington ($593.6 million), Burlington ($342.8 million), Myrtle Beach-Conway-North Myrtle Beach ($325.2 million), New Bern ($324 million), Fayetteville ($320.5 million), and Goldsboro ($115 million).

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North Carolina Exports & Foreign Investment

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STATE ECONOMIC PROFILE

North Carolina Economic Overview

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STATE ECONOMIC PROFILE

North Carolina Industry Trends

What are North Carolina's Largest Industries by Revenue?

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STATE ECONOMIC PROFILE

Top Companies in North Carolina

Top 10 Companies Headquartered in North Carolina by Employment

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STATE ECONOMIC PROFILE

North Carolina Sector Statistics

What is North Carolina's GDP by Sector?

What is North Carolina's Employment by Sector?

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STATE ECONOMIC PROFILE

North Carolina Employment Trends

PER CAPITA DISPOSABLE INCOME

PER CAPITA CONSUMPTION EXPENDITURE

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STATE ECONOMIC PROFILE

North Carolina Construction & Building Trends

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STATE ECONOMIC PROFILE

North Carolina Population Statistics

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STATE ECONOMIC PROFILE

North Carolina Demographics

IBISWorld State Industry Reports help you quickly understand how an industry performs at the state level compared with the national level by providing accurate and unbiased industry information with a local focus. Use this collection to:

Discover key local industry trends

Identify threats and opportunities at the subnational level

Inform your business strategies and planning

See our list of .

US STATE ECONOMIC PROFILE

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IBISWorld - Industry Market Research, Reports, and Statistics

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The North Carolina Economic Profile provides data and analysis on trends, statistics and rankings from the industry and market research experts at IBISWorld.

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Some of the biggest exports from NC.

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Significant drops in transport and travel due to coronavirus drove American exports in 2020 down 15.7% to their lowest levels since 2010, according to Commerce Department data released Feb. 5, 2021. The pandemic threw a monkey wrench into supply chains while flattening demand, all in the midst of significant tariffs imposed by the United States on China and the European Union.

The trade gap grew from $576.9 billion in 2019 to $678.7 billion in 2020. Meanwhile, China reestablished its standing as the top U.S. trade partner after being third in 2019 behind Mexico and Canada.

Stacker compiled a list of the biggest exports from North Carolina using data from the U.S. Census Bureau. Commodities are ranked by the highest value of exports in 2020 from North Carolina.

The U.S. in 2020 shipped $1.4 trillion in goods internationally, a -13% decline from 2019 but 12% higher since 2010. Keep reading to find out what some of the biggest exports from North Carolina were in 2020.

1 / 30Pixabay

#30. Rubber and articles thereof

2 / 30Daria Minaeva // Shutterstock

#29. Soap etc; waxes, polish etc; candles; dental preps

3 / 30John Bearden // Flickr

#28. Toys, games & sport equipment; parts & accessories

4 / 30Rauenstein // Wikimedia Commons

#27. Albuminoidal subst; modified starch; glue; enzymes

5 / 30Pixabay

#26. Salt; sulfur; earth & stone; lime & cement plaster

6 / 30Bronzaclose // Wikimedia Commons

#25. Articles of iron or steel

7 / 30Photographee.eu // Shutterstock

#24. Furniture; bedding etc; lamps nesoi etc; prefab bd

8 / 30sannse // Wikimedia Commons

#23. Manmade filaments, including yarns & woven fabrics

9 / 30Pixabay

#22. Essential oils etc; perfumery, cosmetic etc preps

10 / 30Pixabay

#21. Wood and articles of wood; wood charcoal

11 / 30Pixabay

#20. Special classification provisions, nesoi

12 / 30Pixabay

#19. Paper & paperboard & articles (inc papr pulp artl)

13 / 30Pixabay

#18. Wadding, felt etc; sp yarn; twine, ropes etc.

14 / 30Pixabay

#17. Tobacco and manufactured tobacco substitutes

15 / 30AgainErick // Wikimedia Commons

#16. Manmade staple fibers, incl yarns & woven fabrics

16 / 30Pixabay

#15. Miscellaneous edible preparations

17 / 30Fotohunter // Shutterstock

#14. Inorg chem; prec & rare-earth met & radioact compd

18 / 30W. Oelen // Wikimedia Commons

#13. Organic chemicals

19 / 30milatiger // Shutterstock

#12. Nat etc pearls, prec etc stones, pr met etc; coin

20 / 30Shanti Hesse // Shutterstock

#11. Cotton, including yarn and woven fabric thereof

21 / 30Pixabay

#10. Wood pulp etc; recovd (waste & scrap) ppr & pprbd

22 / 30Pixabay

#9. Vehicles, except railway or tramway, and parts etc

23 / 30Pixabay

#8. Meat and edible meat offal

24 / 30Jason7825 // Wikimedia Commons

#7. Optic, photo etc, medic or surgical instrments etc

25 / 30Charles O'Rear // Wikimedia Commons

#6. Miscellaneous chemical products

26 / 30Pixabay

#5. Aircraft, spacecraft, and parts thereof

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#4. Plastics and articles thereof

28 / 30Amazon

#3. Electric machinery etc; sound equip; tv equip; pts

29 / 30Pixabay

#2. Nuclear reactors, boilers, machinery etc.; parts

30 / 30Pixabay

#1. Pharmaceutical products

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Significant drops in transport and travel due to coronavirus drove American exports in 2020 down 15.7% to their lowest levels since 2010, according to Commerce Department data released Feb. 5, 2021. The pandemic threw a monkey wrench into supply chains while flattening demand, all in the midst of significant tariffs imposed by the United States on [...]

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In John Green's video on globalization, he tracks the surprisingly complex journey of a t-shirt as it travels from production in countries like China, Guatemala, and India to your doorstep. This process illustrates the intricate nature of the global economy. The t-shirt’s journey serves as a microcosm of international trade and global economic interactions.

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WATCH: Globalization I - The Upside (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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List the arguments for free trade on one side of a T-chart.

List the arguments against free trade on the second side of the T-chart

Write a paragraph detailing three reasons why the United States signed on to NAFTA.

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12th Grade Economics New York

Nobel Prize-winning economist Milton Friedman once said, "There is a standard cliché which I am sure you have all heard, that if you have two economists in one room, you are bound to have at least three opinions." Drawing on disciplinary experts who disagree on a fundamental free-market economic tenet, this inquiry asks students to investigate the dispute over free trade. By considering the arguments of professional economists who may use the same data but come to very different conclusions, students examine the "price" of free trade as it relates to the North American Free Trade Agreement (NAFTA). In understanding the arguments for and against free-trade policy in general and applying such concepts to existing policy more specifically, students can gain clarity about this age-old debate and become participants in a contemporary discussion involving international trade.

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Nobel Prize-winning economist Milton Friedman once said, "There is a standard cliché which I am sure you have all heard, that if you have two economists in one room, you are bound to have at least three opinions." Drawing on disciplinary experts who disagree on a fundamental free-market economic tenet, this inquiry asks students to [...]

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Create a T-chart that compares and contrasts free trade and fair trade.

Participate in a Socratic Circle examining the costs and benefits of fair trade.

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Exporting with the U.S.-Mexico-Canada Agreement

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The International Trade Game: Setup and Directions

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The International Trade Game: Setup and Directions

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Introduction

This game is a version of the World Trade Game developed by the Third World development charity Action Aid. I have amended it to be suitable for students beginning a course in economics, economic development or international trade, although it could be used with students studying related subjects.

I also use it as part of a year-12 open day at UWE in early July for students who have just completed AS Economics and are thinking of studying Economics at university.

The game is fun to play; it needs no computing facilities and uses only very basic equipment, such as scissors, pencils, rulers and paper; preparing the materials for the game usually takes about 20-30 minutes and, except for paper, all the materials used for the game can be reused. You need only one member of staff for up to 240 students; all the necessary instructions can be given to the participants within 2 minutes; and there are many economic 'lessons' that can be drawn from the game.

Overview of the game

Students are divided into teams, each of which acts as a separate 'country', with between two and ten students in each team. There are five or six countries in a game. A game thus can be played with between 10 and 60 students. More than one game can be played simultaneously, if the room is big enough, but there must be no interaction between the games.

Countries compete against each other to 'manufacture' paper shapes (circles, triangles, rectangles, etc.) and sell them to an international commodity market trader at posted prices, which vary with supply and demand. The objective for each country is to make as much money as possible.

There are three types of country in a game:

two rich industrialised countries;

one or two middle-income countries;

two low-income countries.

Students are not told this; they find out as they play the game.

The game requires a large flat room, with loose tables and chairs.

Room layout

Only one lecturer is required as game leader even if more than one game is being played, but one additional person is required to act as a 'commodity trader' in each game. This person could be a student. It is also useful to have one or two 'observers' for each game. These too can be students. Experienced game leaders could handle up to four simultaneous games (i.e. up to 240 students) if the room is appropriate. The game takes between 45 and 90 minutes to play. This is followed by scoring, reporting by students and adjudication by the lecturer, who will probably want to draw various economic lessons from the game. This all lasts a further 20-45 minutes. Students find the game enjoyable and rapidly enter into its spirit.

Preparing for the game

You will need to do four things.

If you are playing two or more games (or 'worlds') simultaneously, you will need to separate them with a line of tables or some other barrier, as students must not cross from one game to another.

Starting off the game

Tell the students to leave all bags and any equipment (e.g. paper or pens) at the front and then to sit themselves around the clusters of tables. Distribute the envelopes to each of the countries.

The game requires minimal, but clear instructions immediately that students have sat round the tables and before they have opened their envelopes. The dynamic of the game requires that there is no preamble explaining the purpose of the game and certainly no summary from the lecturer explaining what the game is supposed to illustrate. It is important for the students to work out what they should do.
Instructions given out at the start of the game
Once the instructions are understood, it is time for the lecturer to tell students how long they have to play the game (usually 45 minutes) and to announce the start of manufacturing.

During the game

At the beginning of the game there will be a lot of confusion and students will have many questions, such as 'Where can I get scissors?', 'Why have we only got paper?', 'Can we buy things off other countries?', 'Can we combine with other countries?', 'Can we have a loan?' Resist all temptation to answer these questions. Just repeat what you said at the beginning. After a minute or two they should begin moving around the room and trading, but the initiative should come from them, not you. The rich countries (A1 and A2) will probably begin making shapes, as they have all the materials and equipment that they need, but they will soon run out of raw materials and will probably try to buy some paper from other groups.

Role of Observers. Use the observers to report back to you on what is going on. This will help to give you information for the debrief session at the end. For example, get them to find out what is happening to the scissors - the one crucial implement that has to be used for all shapes and is possessed initially by only two countries. Do the rich countries form a scissors cartel? Do they sell one pair to another country; or do they hire them out? Observers should watch how groups negotiate the prices of paper and other materials. They should note the formation and operation of any alliances and deals and any cheating that takes place. Observers should also report to you any malpractice, such as stealing other countries' paper, implements or shapes. It is up to you to decide whether you should ignore the problem, thereby encouraging countries to do their own policing, or whether you should impose a punishment, such as suspending them from making shapes for 5 minutes, confiscating certain materials or fining them.

Role of commodity trader. The trader must be careful in measuring the shapes and reject any that have not been cut out. Alternatively, if they have been torn carefully against a ruler, or are only slightly too large or small, a reduced price could be given. You could leave this to the trader to decide, or you could agree a policy in advance. The trader must keep a close eye on the money to prevent students stealing it, preferably keeping it out of their reach. Shapes that have been sold should be put into an envelope or box, again out of reach of students.

Traders should not normally give loans, unless you want to build this in as a feature of the game, in which case you should decide in advance what interest rate to charge - probably a high rate, such as 50 per cent. If loans are allowed, the trader should keep a record of them. In such cases, it might be a good idea to allocate an assistant to the trader. It is easiest for loans not to be repaid, but at the end of the game, when money is totalled, the trader will simply announce how much has to be deducted (outstanding loan plus interest) from each team.

Your role as game leader. You will need to keep in regular contact with the trader. Find out which shapes are being sold in large quantities (probably the triangles and rectangles) and which are hardly being sold at all (probably the circles and the protractor-sized semi-circles). Then blow the whistle and announce that, owing to the forces of demand and supply, the prices of certain shapes have changed. You can choose how much to change the prices, but a dramatic change stimulates more interest and provides a stronger focus for later discussion. For example, when the students are debriefed after they have finished the game, it is easier to refer to the importance of price elasticity of demand and price elasticity of supply when the price changes have been dramatic. For similar reasons, it is better to change prices very infrequently. The price of particular shapes will also affect the value of particular tools. If circles go up in price, this will affect the demand for compasses. This relationship can be identified later in the debriefing.

Extra dimensions can be introduced into the game by simulating the emergence of new technology, new raw materials or new equipment. It is important to make sure that the observers are primed to focus upon the reactions of groups to each change. The debrief will depend heavily on the quality of the information they are able to provide.

The development of new technology can be simulated by giving about 8 coloured small sticky shapes to one of the low-income countries, without indicating the possible use of those shapes. The game leader then goes to one (or both) of the rich or middle-income countries and informs them that the value of a standard shape is trebled if it has a coloured shape attached to it and that one of the low-income countries possesses coloured shapes. This scenario could also simulate the discovery of raw materials in a developing country, which are then developed by a multinational corporation investing in the country and bringing its expertise and technology with it.

You could also increase the stock of capital by selling a further pair scissors by auction. This will need to be done relatively early on in the game and you will need to announce your intention 5 or 10 minutes before you do so. Although the poor countries would dearly like to buy a pair, one of the rich countries is more likely to be successful at the auction. It might then hire out the scissors to a poor country.

As the game progresses, paper will rapidly run out. Trade in paper is likely to take place, with the price of paper rising to meet its value in terms of the shapes that can be made from it. The game can be prolonged by introducing more paper (simulating the discovery of new raw materials). You can do this in two ways. First, you may give some to one or both of the low-income countries. The second way is to sell more paper. A good way of doing this is to hold a paper auction, where you sell about 10 sheets, one at a time. Announce that in 5 minutes' time you will be holding an auction and ask for one representative from each country to attend. The two issues are:

How will the price at the auction reflect the value of shapes that can be made from it?

Will the bidders collude to drive down the price?

You can draw lessons from this in the debrief session at the end.

Ending the game

The students should be given a 5-minute warning of when the game will end. There will probably be a flurry of activity as students rush to make shapes with their remaining paper and bring those shapes to the commodity trader. When the game ends, the game leader should ask all the students to return to their countries and to answer three questions:

What was in their envelopes when they opened them?

What implements do they currently own?

How much money do they have?

Collating results and debriefing students

A whiteboard or flip chart can be used to record the results. The answer to the first of the questions (what was in the envelopes?) is known and it is helpful if this information has already been recorded on the flip chart or whiteboard. The answers to the other two questions can be gathered quickly so that the groups can easily compare their experience with that of other groups.

It can be helpful to organise the debriefing into three stages:

Stage 1. Draw students' attention to similarities and differences between the results from different groups. Did the groups that started with the same resources perform in a similar way? How much of the difference between the groups was due to strategies pursued and how much to the initial endowment? It is also appropriate at this stage to pose questions that prompt students to describe how they felt about the game as it developed. For example, the tutor could ask students in the different types of country how they felt when they opened their envelopes.
Some further suggestions for questions to ask in this first stage
Stage 2. The second stage consists of asking the students to indicate ways in which they believe the game simulates the real world and ways in which they believe it is unrealistic. The capacity for simulations to affect students' thinking depends a great deal on whether they believe that the world is reflected in the simulation. It is quite usual for some students to dismiss as unrealistic aspects of a simulation that the lecturer is hoping to use to illustrate a theoretical idea.

One of the strengths of this game is that the inherent inequality in resource endowment that gives the game its distinctive character is hard to contest as a reflection of the real world economy. Students are more likely to question the way in which the game simulates the opportunities that these endowments create for different countries and how those opportunities are exploited.

Stage 3. In the third stage of the debriefing, the tutor aims to help students to compare the way they have analysed their experience in the game with the insights derived from economic ideas and the evidence that economists have assembled. This part of the debrief should be focused on those ideas that have been selected in the desired learning outcomes for the activity. The debriefing naturally begins as a large discussion group led by the tutor. However, if this format is maintained for more than 10-15 minutes, some students will get restless and there will be pressure for the tutor to end the session.

Given that the debriefing represents the tutor's main opportunity to develop students' thinking, it is important to find ways of avoiding a short and rather low-level discussion. The debriefing session needs to be planned as carefully as the activity. Typically this will involve asking students to discuss a couple of questions and arguments (during stages 2 and 3) within their 'country' groups. In stage 3, when the focus is on economic ideas and evidence, it can be useful to have a small piece of evidence for each group to consider before returning to the whole-group discussion.

Learning outcomes

The International Trade Game has a wide range of potential learning outcomes, and with suitable focus, especially during the process of debriefing, a number of economic topics might be identified and developed more fully. These topics range from elementary trade theory to issues of imperfect information and even debates surrounding international inequality and first and third world relations.
A comprehensive list of economic topics that can be discussed
As well as subject-related learning outcomes, the International Trade Game helps develop a number of key skills. Group working and interacting with others are among the most significant. The process of negotiating is also a very strong element within this game.

Video

( Update January 2017) We are grateful to Giampiero M. Gallo at NYU Florence for making and sharing this video about the game.

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This game is a version of the World Trade Game developed by the Third World development charity Action Aid. I have amended it to be suitable for students beginning a course in economics, economic development or international trade, although it could be used with students studying related subjects.

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Advanced students can research and write a policy brief on how North Carolina can strengthen its position in the global economy, considering current economic trends and challenges.

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Students will research and present various businesses, products, or foods made or founded in North Carolina. They will create a collage to visually represent these elements, showcasing the state’s economic impact and regional interdependence.

1. Research Phase

Task: Students will research businesses, products, or foods that are made or founded in North Carolina. They should focus on the following aspects:

Businesses: Companies headquartered in NC (e.g., Bank of America, Duke Energy)

Products: Goods manufactured in NC (e.g., textiles, furniture, pharmaceuticals)

Foods: Specialty foods produced in NC (e.g., BBQ sauce, sweet potatoes, craft beers)

Resources for Research:

Online Databases and Websites: North Carolina Department of Commerce, Visit North Carolina

Local News Outlets: Articles about NC businesses and products

Company Websites: Information about NC-based companies

Deliverables:

A list of 5-7 businesses, products, or foods with brief descriptions.

Key facts such as the year founded, product details, and economic impact.

2. Collage Creation

Task: Students will create a visual collage that includes images, descriptions, and key facts about the businesses, products, or foods they researched. The collage should:

Include: Images of the businesses, products, or foods.

Describe: Each item with a brief description (2-3 sentences) explaining what it is and its significance.

Visual Appeal: Be well-organized and visually engaging. Students can use digital tools or create a physical collage.

Materials for Physical Collage:

Poster board or large paper

Scissors, glue, markers

Printed images and information

Materials for Digital Collage:

Graphic design software or online tools (e.g., Canva, Google Slides)

Digital images and text

3. Presentation

Task: Students will present their collages to the class. Each presentation should:

Explain: The businesses, products, or foods included in the collage.

Discuss: The significance of these elements to North Carolina’s economy and trade.

Engage: The audience with interesting facts or visuals.

4. Assessment Criteria

Research Quality: Accuracy and relevance of information about businesses, products, or foods.

Instructions for Students:

1. Research: Start by researching North Carolina businesses, products, or foods. Use reliable sources and gather information about their significance.

2. Compile Information: Create a list of the elements you want to include in your collage with brief descriptions.

3. Create Collage: Design a physical or digital collage incorporating images and text. Ensure it is visually appealing and informative.

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Case Study Analysis of a Trade Agreement

Objective: Students will analyze a real-world trade agreement to understand its impact on economic interdependence between participating nations.

Description:

Setup: Provide students with case studies of significant trade agreements (e.g., NAFTA/USMCA, the EU Single Market, or the Trans-Pacific Partnership, Etc). Include background information, key terms, and economic impacts.

Activity: Students will analyze the case study, focusing on how the trade agreement affects the participating countries' economies and their interdependence. They will examine factors such as trade balances, economic growth, and changes in resource allocation.

:

A detailed analysis report addressing the agreement’s impact on economic interdependence and specific outcomes for each country involved.

A presentation highlighting key findings, including visual aids such as charts or graphs that illustrate trade data and economic impacts.

Assessment Criteria:

Depth of analysis and understanding of the trade agreement.

Clarity in explaining the impact of the agreement on economic interdependence.

Ability to use data and visuals effectively.

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Have you ever wondered where all the Christmas trees that show up on the lots around Thanksgiving come from? These trees are grown on plantations and shipped around the country to retail lots. It takes many years of hard work to produce a tree that is just right to become a Christmas tree.

The Growth Process

Christmas trees begin their life in a nursery. Seeds are taken from cones of mature trees, planted and covered with straw. They are also covered with a shade cloth to prevent them from being damaged by frost or sun. After three years, the Fraser Fir trees seedlings are ready to be moved to the line-out beds for further growth. Line-out beds allow the seedlings to grow without competition from larger trees. With all the trees being relatively the same size, they have an equal opportunity for sunlight and water. The seedlings will stay in the line-out bed for two years or until they are strong enough to be transplanted into the field. During the seven to eight years the trees remain in the field, the grower, or Christmas tree farmer will spend time and effort in shaping them. After the trees reach a height of three feet they are sheared for the first time.

Shearing

During the shearing process, the top of the tree, or leader is cut back. By slowing the upward growth process, the tree will branch out more quickly. As the tree beings to branch out, the grower will trim the branches to shape the tree and give it a fuller appearance.

Shearing the tree is not the only management practice that the grower will engage in. Integrated Pest Management, a system of pest control methods that use appropriate cultural practices and pesticide selection to reduce pests, is another management technique that Christmas tree growers are using successfully.

Growers also follow sound soil conservations practices, protecting soils from erosion and being careful not to deplete its nutrients.

Harvest

At harvest time, growers identify finished trees by placing a ribbon on them. The ribbons are color coded with each height being assigned a different color. Often a whole field is not ready for sale in any one year. It often takes two to four years before a field is cleared and ready for new trees to be planted.

The tagged trees are cut and then bundled during a process called baling. During the baling process, the trees are placed in a machine that ties them in twine so that they are easier to ship. After being baled, the trees are taken to the loading yard where they are placed on trucks and shipped to retail lots all across the country.

Producing the best tree for your family that nature and nurture can provide takes much time and effort. It can take anywhere from twelve to fifteen years for a tree to be ready to harvest. Yet, Christmas tree growers agree that this long hard job is worth it when their trees become the decorative centerpiece of your home during the holiday season.

For more info on NC Christmas Trees, visit our video section.

North Carolina Christmas Tree Facts

North Carolina has approximately 850 growers producing Fraser Fir Christmas trees on an estimated 40,000 acres.

Fraser fir represents over 94% of all species grown in North Carolina. Here are all the major species grown in North Carolina: https://content.ces.ncsu.edu/christmas-tree-species

Fraser fir is grown in the far Western North Carolina counties which include Alleghany, Ashe, Avery, Buncombe, Haywood, Henderson, Jackson, Macon, Madison, Mitchell, Swain, Transylvania, Watauga and Yancey.

The North Carolina Christmas Tree Industry is ranked second in the nation in number of trees harvested and cash receipts.

North Carolina produces over 26% of the Real Christmas Trees in the U.S.

The North Carolina Fraser fir has been judged the Nation's best through a contest sponsored by the National Christmas Tree Association and chosen for the official White House Christmas tree 14 times (more than any other species)....1971, 1973, 1982, 1984, 1990, 1993, 1995, 1997, 2005, 2007, 2008 2012, 2018 and 2021!

The North Carolina Fraser fir Christmas tree is the most popular Christmas tree in North America and is shipped into every state in the U.S. as well as the Caribbean Islands, Mexico, Canada, Bermuda, Japan and other points all over the world.

The North Carolina Fraser fir has soft, pleasant-to-touch needles, incomparable needle retention, long lasting aroma, and more pliable yet stronger branches for even the heaviest ornaments.

Individual Christmas tree growers may sell anywhere from a few dozen trees per year to hundreds of thousands of trees per year.

USDA Christmas Tree Facts

Click here for statistics on Christmas trees from USDA, NASS North Carolina Field Office and the North Carolina Department of Agriculture and Consumer Services.

Environmental Issues

Did you ever think that by using a live Christmas tree in your house that you were actually helping the environment? Real trees help the environment from the time they are planted until after the holiday season when they can be recycled. While they are growing, Christmas trees support life by absorbing carbon dioxide and other gases while giving off fresh oxygen. Every acre of Christmas trees planted gives off enough oxygen to meet the needs of 18 people. Today in America there are enough Christmas trees planted that 18 million people a day are supplied with oxygen. Also, the farms that grow Christmas trees stabilize soil, protect water supplies, and provide a refuge for wildlife while creating a nice scenic view. Often, Christmas trees are grown on soil that will not support any other crops. And when one Christmas tree is cut down, one or two are replanted in its place.

Artificial Trees vs. Real Trees

Artificial trees are made from oil-based products that use up our natural resources. They are also not recyclable and will remain in land-fills for centuries after disposal. Real Christmas trees, on the other hand, are recyclable. The branches and trunk are biodegradable and can be made into mulch for the garden. A Christmas tree placed in the back yard will make a nice bird feeder and the birds can also use the tree branches for shelter during the winter winds. Large quantities of trees make effective barriers on beaches to prevent soil erosion. Sunk into ponds, the trees will also make an excellent refuge and feeding area for fish. Download the Real vs Artificial Trees Flyer.

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About Real Trees - NC Christmas Trees Association

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Have you ever wondered where all the Christmas trees that show up on the lots around Thanksgiving come from? These trees are grown on plantations and shipped around the country to retail lots. It takes many years of hard work to produce a tree that is just right to become a Christmas tree.