Current Events:
April 12 (Bloomberg) -- Martin Feldstein, an economics professor at Harvard University, talks with Bloomberg's Lori Rothman about the outlook for a double-dip recession for the U.S. economy. The Business Cycle Dating Committee of the National Bureau of Economic Research said today it's "premature" to declare an end to the U.S. recession, which it reaffirmed began in December 2007. (Source: Bloomberg)
The Ch. 19 Short Answer Test will be Wednesday. There are ten Questions on the Test. There are no sample Test Prep questions.
This chapter presents the analysis of absolute and comparative advantage and employs supply and demand analysis to explain the determination of the terms of trade. Arguments regarding free trade and globalization are discussed. The chapter concludes with a section on the dynamics of trade as illustrated by trade in cashmere.
Chapter Outline
Gilligan's Island intro
Comparative Advantage & Trade, 6:25
Specialization according to absolute advantage and comparative advantage, and the resulting trade patterns.
Gains from Trade
Gains from International Trade (1 of 2), 7:05
Gains from International Trade (2 of 2), 3:57
NB: at the end there is an error; the secretary will agree for a price between 1/20 and 1/4 not 1/5 and 1/4.
Trade: absolute and comparative advantage, 13:01
Practical Constraints on Trade
Checkpoint: The Gains from Trade
The Terms of Trade
Part 1, Terms of Trade, Absolute and Comparative Advantage Problem, 3:00
Part 2, Terms of Trade, Absolute and Comparative Advantage Problem, 1:59
This video summarizes the idea of "terms of trade" when doing a comparative advantage problem.
Determining the Terms of Trade
The Impact of Trade
CEPR Seminar: Trade - What Are the Gains and Who Gets Them, 5:23
CEPR Economics Seminar Series: Basic Economics for Policy Analysis & Self Defense
Trade - What Are the Gains and Who Gets Them
Standard economic analysis shows that efficiency gains from trade liberalization are much smaller than most people have been led to believe; at the same time developing countries make costly concessions for this trade, and within the U.S. there has been an upward redistribution of income resulting from trade policy. This session looks at who gains and loses from trade policy and how, including:
l. The high cost of protectionism - in professional services, intellectual property and other areas where government interventions that redistribute income upward
2. The trade deficit and the overvalued dollar.
How Trade Is Restricted
Effects of Tariffs and Quotas
Tariffs and protectionism, 7:00
Cf. http://www.youtube.com/watch?v=dSQTbd2iJtY&feature=PlayList&p=36F5CC591354C474&playnext_from=PL&playnext=1&index=44
Checkpoint: The Terms of Trade
Arguments Against Free Trade
Traditional Economic Arguments
Infant Industry Argument
Antidumping
Low Foreign Wages
Made in Germany | Slovenia - booming economy, low wages, 5:04
National Defense Argument
Chinese and American Fragile Trade and Economic Ties, 5:53
Globalization Concerns
Globalization and Inequality (www.cgdev.org), 2:10
Nancy Birdsall, President of the Center for Global Development gives a brief overview of the issues and concerns surrounding the growing global Inequality resulting from Globalization.
Milton Friedman - Free to Choose 1990 - 1of 5 The Power of the Market PL 2/5
Trade and Domestic Employment
Trade and the Environment
Trade and Its Effect on Working Conditions in Developing Nations
Checkpoint: Arguments Against Free Trade
The Dynamics of Trade: Cashmere
Ideas for Capturing Your Classroom Audience
■ Bring the global economy into your classroom. Ask students where many of the goods they use were made. The example of iPods can be used to illustrate a business decision about where to produce a product (in this case, China) based on cost. This also allows for a discussion of globalization, outsourcing, and issues of worker exploitation. (The 2006 story from Macworld might be of interest: see its Web site at http://www.macworld.co.uk/news/index.cfm?NewsID=14915. Wikipedia
provides extensive information about iPods including the reference to the
story above at http://en.wikipedia.org/wiki/IPod.) (NOTE: This was suggested
for Chapter 1. Using it here for the first time or reusing it can be effective for this topic.)
■ Put it in context. Illustrate U.S. International Trade in Goods and Services with the graph on this Foreign Trade Statistics page from the U.S. Census Bureau. This will give students an overview of the size of U.S. trade. The page is located at:
http://www.census.gov/indicator/www/ustrade.html.
Chapter Checkpoints
The Gains from Trade
Question: Since the 1990s, there has been a surge of interest in sports memorabilia. In particular, at baseball memorabilia shows, lines of people wait to pay for a baseball player’s autograph on a picture, baseball, or baseball card. All of this attention has increased the interest of kids in buying baseball cards. A natural corollary of this is the trading of baseball cards. Assume you have a set of baseball cards for the current year but are missing some. In particular, you are a Cardinals fan and have all of the Cardinals cards except Albert Pujols. Would you trade for it? If so, who would you trade with? What would you want to give up for the Pujols card? What would the Pujols card holder expect in return? Who is likely to trade a Pujols card? Do you think you could get a Pujols card by trading? Who benefits from the trade?
The point is to check that students can: apply their understanding trading baseball cards to comprehending international trade. Of particular interest is discerning that the same good might be worth more to one party than the other (which is what economists would call the “basis for trade” and how the terms of trade would be established. You can learn more about trading baseball cards at the Web site of the Baseball Card Shop, on the Web at http://baseballcardshop.net/.
The Terms of Trade
Question: When the government imposes a quota on a specific imported product,
who benefits and who loses?
The point is to check that students can: understand the costs and benefits of
restraints on trade and compare the effects of tariffs and quotas.
Arguments Against Free Trade
Question: “The biggest gains in export, imports, employment, and wages all
occurred during the 1990s, which was one of our greatest periods of economic
growth. Thus it is clear that trade benefits both consumers and the economy.”
Evaluate this statement.
The point is to check that students can: understand that trade benefits some and
imposes costs to others. This discussion also highlights the importance of context
in evaluating situations and policies (meaning, what gets attention in a recession
may not get attention when the economy is stronger).
Extended Examples in the Chapter
The Dynamics of Trade: Cashmere
Few people know that trade in cashmere has been changed dramatically by
removal of worldwide regulation of the textile industry. The winners appear to be
the Chinese, who have been developing their own cashmere industry to compete
with the previously predominant Scottish producers. As one might expect from the
analysis developed in the chapter, the effect has been competition, a loss of jobs in Scotland as the lower-cost Chinese goods have driven out the low end of what had been almost exclusively a Scottish market. Also, as one might expect, Scottish firms have been driven to increase quality and innovate. The example points out the dynamism of international trade in its effects on workers, producers, and consumers.
For another perspective on this topic, see the article by Evan Osnos titled “That
Low-Priced Cashmere Sweater Has a Hidden Cost” (The Seattle Times, December 8,
2006, available on the Web at: http://seattletimes.nwsource.com/html/nationworld/
2003498352_cashmere282.html).
Included in the article are important points about how the rise of China’s cashmere production has affected the environment, hence the “hidden cost” of the title.
Examples Used in the End-of-Chapter Questions
Question 4 references a study by Scott C. Bradford, Paul L. Grieco, and Gary Clyde
Hufbauer titled “The Payoff to America from Global Integration,” in C. Fred
Bergsten and the Institute for International Economics, The United States and the
World Economy (Washington: Institute for International Economics, 2005), Chapter
2. A follow-up article is available on the Institute’s site at http://www.petersoninstitute.
org/publications/papers/paper.cfm?ResearchID=738.
For Further Analysis
Comparing the Welfare Effects of Tariffs and Quotas
This example, as presented in the student handout at the end of this chapter, can be used as a small group exercise or as an individual exercise. It is designed to complement the text’s material on the effects of tariffs and quotas. It requires students to employ the welfare analysis used in previous chapters (you may want to assign the review from Chapter 13 in conjunction with this assignment. The handout focuses on calculating changes in consumer surplus but it is not difficult to extend it to calculations of producer surplus and deadweight losses if you wish.
Web-Based Exercise
The following assignment sends students to the Web site of the World Trade
Organization to learn more about it, particularly its functions. You can choose
whether or not to include the third part of the assignment depending on how extensive you would like the assignment to be.
Learn more about the World Trade Organization (WTO). Visit its Web site (at
http://www.wto.org) and answer the following:
1) What is the WTO?
2) Who belongs to the WTO and when was it started?
3) Choose a dispute in which the WTO was involved. Explain the issue, the
steps involved, and whether or not the issue was resolved.
Tips from a Colleague
Students tend to want simple statements like “free trade is a good thing,” and
sometimes are frustrated with having to weigh the costs and benefits. They also
may not appreciate that the degree of “protectionism” in the United States waxes
and wanes with changing circumstances, particularly having to do with jobs. You
may wish to have students investigate the positions on trade of different members
of Congress by way of making comparisons depending on the interests of the
states they represent.
References
Milton Friedman - Free to Choose 1990 - 1of 5 The Power of the Market PL 2/5
Tales Of The Wizard Of Oz: Free Trade [1961], 4:28
The Ch. 19 Short Answer Test will be Wednesday. There are ten Questions on the Test. There are no sample Test Prep questions.
Email HW to gmsmith@shanahan.org
1. Be sure to review Chapters 20-24 (we will have Tests on this material as well, TBA). Some students have asked to be tested as close as possible after covering the material.
2. Ch. 25
Bring the global economy into your classroom. Ask students where many of the goods they use were made. The example of iPods can be used to illustrate a business decision about where to produce a product (in this case, China) based on cost. This also allows for a discussion of globalization, outsourcing, and issues of worker exploitation. (The 2006 story from Macworld might be of interest: see its Web site at http://www.macworld.co.uk/news/index.cfm?NewsID=14915. Wikipedia
provides extensive information about iPods including the reference to the
story above at http://en.wikipedia.org/wiki/IPod.)
In a paragraph, summarize where the iPod is made and by whom.
3. Ch. 25 Questions and Problems, p. 663, #1-5.
(Should have finished Questions from Ch. 24 already; the page number may have been incorrect).
4. As review for HW, typical questions that you may encounter on the actual AP Economics Macro Test are included daily:
Review Questions (Princeton):
a) expansionary monetary policy accompanies the fiscal policy
b) the investment demand curve is inelastic
c) government spending improves profit expectations among businesses
d) aggregate supply is vertical
e) the investment demand curve is elastic
14. Which of the following would be considered contractionary monetary policy?
a) The purchase of bonds
b) The sale of bonds
c) An increase in taxes
d) An increase in government
e) A decrease in the discount rate
15. In what ways is contractionary fiscal policy in the U.S. likely to affect domestic interest rates and the international value of the dollar?
a) Interest rates increase and the dollar depreciates.
b) Interest rates decrease and the dollar appreciates.
c) Interest rates increase and the dollar appreciates.
d) Interest rates decrease and the dollar is not affected.
e) Interest rates decrease and the dollar depreciates.
