By participating in a game called "Barter Bag" students will be introduced to the concept of trade. This introduces students to the concept of bartering.

This course will introduce the student to the history of Latin and South America from the year in which European explorers first discovered and began to colonize the region to the early 19th century, when many Latin and South American colonies declared their independence from European rule. The student will learn about the major political, economic, and social changes that took place throughout Latin and South America during this 400-year period. By the end of the course, the student will understand how the interaction between native peoples and European settlers created diverse and complex colonial societies throughout Latin and South America, and why the colonies of the region eventually declared their independence from European political control. Upon successful completion of this course, student will be able to: Think critically about the history of Latin and South America from the pre-colonial period though the beginning of the 19th century; Compare and contrast the political, economic, and social practices of the peoples of Iberia, Africa, and the Americas in the pre-colonial period; Analyze the political, social, and military interactions between Iberian explorers and conquerors and the indigenous peoples of the Americas in the 15th and 16th centuries; Identify how Spanish colonists settled Latin and South America in the 16th century and analyze the role played by imperial and religious institutions in colonization efforts; Assess the role of European Mercantile policies in the formation of colonial economies and trade networks; Analyze the structure of Spanish and Portuguese colonial societies and assess the role of women, indigenous peoples, and Afro-Latinos in these societies; Students will be able to assess the status of Latin and South American colonies in the Spanish and Portuguese Empires of the 17th and 18th centuries and identity how European conflicts affected political and economic life in the colonies; Identify how the Napoleonic Wars of the early 19th century led to the rise of independence movements in the colonies of Latin and South America; Assess how political revolutions and wars for independence throughout Latin and South America ended European colonial control of the region, and compare and contrast the consequences of these revolutions for ethnic European and indigenous populations; Analyze and interpret primary source documents from the pre-colonial period though the beginning of the 19th century using historical research methods. (History 221)

Free trade or fair trade? This unit will help you to analyse the relationship that exists between developed and developing countries under the World Trade Organization regime of Development Round negotiations. The current world trade regime has a very mixed record in promoting growth and reducing poverty.

" This course emphasizes dynamic models of growth and development. Topics covered include: migration, modernization, and technological change; static and dynamic models of political economy; the dynamics of income distribution and institutional change; firm structure in developing countries; development, transparency, and functioning of financial markets; privatization; and, banks and credit market institutions in emerging markets. This course contributes to the fulfillment of requirements for the Development field for Economics Ph.D. students at both Harvard and MIT. This course is jointly taught by Harvard and MIT instructors. The Harvard course is Economics 2390c Development Economics II: Macroeconomic Issues."

This course will introduce the student to the history of the world's major civilizations from medieval times to the early modern era. The student will learn about the pivotal political, economic, and social changes that took place in Asia, Africa, the Americas, and Europe during this period. By the end of the course, the student will understand how many different civilizations evolved from isolated societies into expansive, interconnected empires capable of exerting global influence. Upon completion of this course, students will be able to: Think critically and analytically about world history in the medieval and early modern eras; Identify and describe the emergence, decline, and main features of the Byzantine Empire; Identify the origins and characteristics of the European medieval period and describe the rapidly changing forces at work in society, the economy, and religion during this time; Identify the origins of the Aztec and Inca civilizations and assess how these empires affected socio-economic development in the Americas; Identify the origins of the Tang and Song dynasties in China and assess the impact of these empires on Chinese government, society, religion, and economy during what scholars refer to as the 'golden age'; Identify the origins of the Mongol Empire, which dominated much of Asia in the twelfth and thirteenth centuries. Students will analyze the nature of this empire created by nomads; Identify the reasons for a changing balance in the world economy in the 1400s and analyze why Europe superseded Asia as the most dominant civilization on the globe; Assess how and why the European Age of Discovery had such a large impact on the New World, Africa, the Middle East, and Asia; Identify the origins and characteristics of the Renaissance and describe its impact on European civilization as a whole; Identify the origins of the Reformation and Counter-Reformation in Europe and assess how this movement altered the social, political, and religious fabric of Europe; Identify the origins of colonial Brazil and New Spain. Students will also be able to assess the impact of Spanish and Portuguese colonization on the New World, Africa, and Europe; Identify the origins of the Ottoman, Safavid, and Mughal empires and assess the unique characteristics of these dynasties and their impact upon Asia and the world; Identify the origins of the Atlantic slave trade, assessing how this forced migration of peoples affected Africa, Africans, Europe, and the New World; Analyze and describe the Asian trading world, the Ming dynasty in China, the Ňwarring states,' and early modern eras in Japan; Analyze and interpret primary source documents from the medieval period to the early modern era using historical research methods. (History 221)

" This half semester class presents an introduction to macroeconomic modeling, focusing on the theory of economic growth and some of its applications. It will introduce a number of models of non-stochastic and stochastic macroeconomic equilibrium. It will use these models to shed light both on the process of economic growth at the world level and on sources of income and growth differences across countries."

This half-semester course studies the economics of the principal markets related to marine transportation, environment, and natural resources. Topics include structures of the markets and industries involved; competition; impacts of policies and regulations. The course analyzes the relationship among industries, markets, technologies, and national policies, and introduces the concepts of national income accounts, sustainability, and intergenerational equity and their relationship to current economic practice.

Intensive study of an important topic or period in drama. Close analysis of major plays, enriched by critical readings and attention to historical and theatrical contexts. Instruction and practice in oral and written communication. Topic for Fall: Renaissance Drama.

Modernization is an important issue in the New York State Global History and Geography curriculum. Students are expected to understand how modernization may impact such areas as society, politics, the economy, and the environment. In the Global History and Geography curriculum, a study of historical examples of modernization includes examples of attempts to transform society, such as the Meiji Restoration or Kemal Ataturk. In this lesson, two PBS WIDE ANGLE documentaries -- "To Have and Have Not" (2002) and "1-800-INDIA" (2005) -- will enable students to examine the effects of modernization on two Asian countries: China and India.

Examines interactions across the Eurasian continent between Russians, Chinese, Mongolian nomads, and Turkic oasis dwellers during the last millennium and a half. As empires rose and fell, religions, trade, and war flowed back and forth continuously across this vast space. Britain and Russia competed for power over Eurasia in the "Great Game" of geopolitics in the nineteenth century, just as China, Russia, and others did in the twentieth century. Today, the fall of the Soviet Union and China's reforms have opened new opportunities for cultural interaction. Topics include: the religious traditions of Central Asian Islam, Buddhism, Christianity, and Confucianism; caravans and travelers like Marco Polo and Rabban Sauma, the first Chinese to travel to the West; and nomadic conquest and imperialist competition, past and present. Source materials include primary documents, travelogues, films, music, and museum visits.

This subject examines the paradoxes of contemporary globalization. Through lectures, discussions and student presentations, we will study the cultural, linguistic, social and political impact of globalization across broad international borders and on specific language communities. We will consider answers to key questions such as: What are the contending definitions of globalization? What are the principal agents of change? How have those agents of change been transformed in our contemporary world? What's new, what's hybrid, and what's traditional? What does it mean to be a world citizen? How can world citizens preserve cultural specificity?

This course is designed to extend the student's knowledge of the basic microeconomic principles that will provide the foundation for their future work in economics and give them insight into how economic models can help us think about important real world phenomena. Topics include supply and demand interaction, utility maximization, profit maximization, elasticity, perfect competition, monopoly power, imperfect competition, and game theory. Upon successful completion of this course, the student will be able to: Explain the standard theory in microeconomics at an intermediate level; Explain and use the basic tools of microeconomic theory, and apply them to help address problems in public policy; Analyze the role of markets in allocating scarce resources; Explain both competitive markets, for which basic models of supply and demand are most appropriate, and markets in which agents act strategically, for which game theory is the more appropriate tool; Synthesize the impact of government intervention in the market; Develop quantitative skills in doing economic cost and consumer analysis using calculus; Compare and contrast arguments concerning business and politics, and make good conjectures regarding the possible solutions; Analyze the economic behavior of individuals and firms, and explore how they respond to changes in the opportunities and constraints that they face and how they interact in markets; Apply basic tools that are used in many fields of economics, including household economics, labor economics, production theory, international economics, natural resource economics, public finance, and capital markets. (Economics 201)

This course will introduce the student to the field of international political economy, teaching students the ways in which economics and politics influence each other when it comes to creating policy. Economic policy can be an important instrument of statecraft and diplomacy between countries, yet countries can also use economic policy to punish or express disapproval towards other countries using sanctions. In this course, the student will learn about the international organizations and regimes that are designed to facilitate international economic transactions and ensure economic stability, such as the World Trade Organization (WTO) and the International Monetary Fund (IMF). The student will also review the impact that globalization has on the world economy and the gap between rich and poor countries. Upon successful completion of this course, the student will be able to: identify, explain, and compare major theories in the field of international political economy; analyze the effects of trade policies on domestic and international actors; evaluate the costs and benefits of Foreign Direct Investment and Sovereign Debt; explain the development of the international currency system and analyze the effects of domestic policies; compare and contrast approaches to human rights and access to basic human needs. (Political Science 411)

This course seeks to provide a basic understanding of foreign affairs and the fundamental principles of international relations within a political science framework. It will examine the theories of realism and liberalism, which will serve as the foundation for more advanced study in international relations and help students develop the critical thinking skills needed in order to analyze conflicts between states. Additionally, the course will explore issues that relate to the politics of global welfare, such as war, world poverty, disease, trade policy, environmental concerns, human rights, terrorism, the global distribution of wealth, the concept of the balance of power, and what happens in the international system when the balance of power collapses. Upon successful completion of this course, the student will be able to: Discuss and explain the various analytical and theoretical positions used in the subfield of international relations to explain world politics; Delineate the historical development of interstate relations and the place of the nation state in that development; Describe specific issues that have relevance to the study of interstate relations, national security, war, economic integration, trade, and so forth; Describe the differences between national and transnational actors in the international arena, both public and private; Distinguish between the three levels of analysis of the international system: individual, domestic, and global; Discuss the role of national power and diplomacy in international relations; Discuss the nature and development of international organizations; Identify and discuss major issues associated with international law and morality; Identify and discuss major issues of the international economy; Identify and discuss major issues related to human rights; Identify and discuss global environmental issues; Discuss the economic relationship between the North and South. (Political Science 211)

This course will introduce the student to United States history from the colonial period to the Civil War. The student will learn about the major political, economic, and social changes that took place in America during this 250-year period. Upon successful completion of this course, the student will be able to: Analyze the first encounters between the Native inhabitants of North America with Spanish, French, and English colonizers and determine the effect of European colonization on Native Americans; Describe and assess the creation of English/British America; Interpret the main social, political, and economic development of colonies in British North America, including the emergence of a slave economy; Analyze how and why an independent United States was created in 1776 by interpreting the ideological, political, and economic roots of American independence as it developed through the Seven YearsŐ War, the Imperial Crisis and the American Revolution; Analyze the myriad political and economic crises that plagued the Early American Republic in the 1780s and 1790s and identify and describe the expansion of slavery, partisan politics, economic innovation, westward expansion, and the outbreak of the War of 1812; Interpret the main developments of the Age of Jackson, the Indian Removal Act, the Nullification Crisis, the rise of the Whig Party, the Bank War; Interrogate the definition of 'democracy' in 1820s and 1830s America; Analyze the era of reform in antebellum America and identify and describe the emergence of new religious groups- Shakers, Mormons, evangelicals - as well as moral reformers who sought to curb alcoholism, improve the prison system, increase women's rights, end slavery, or modify the American education system; Analyze antebellum America and the emergence of sectionalism, and identify and describe how Northerners and Southerners apparently opposing viewpoints about labor systems, political economy, and race often obscured many similarities; Analyze the impact of the ideology of Manifest Destiny on the development of the American West as it affected Native Americans and white settlers; Identify and describe the West, the California Gold Rush, the Mexican War, and the contested boundary in the Pacific Northwest; Interpret how the question of slaveryŐs expansion affected American political parties, law, and created sectional conflict - both political and ideological - between 1820 and the 1850s; Analyze the American Civil War; identify and describe how and why the federal union that was created in 1776 collapsed in 1861; and assess the major facets of the war (including military engagements, the home fronts, Lincoln's presidency, and the question of slavery). (History 211)

This word (trade) will introduce regrouping to subtract by allowing students to "trade" manipulatives to regroup.

This course will survey the conditions of material life and the changing social and economic relations in medieval Europe with reference to the comparative context of contemporary Islamic, Chinese, and central Asian experiences. Subject covers the emergence and decline of feudal institutions, the transformation of peasant agriculture, living standards and the course of epidemic disease, and the ebb and flow of long-distance trade across the Eurasian system. Particular emphasis will be placed on the study of those factors, both institutional and technological, which have contributed to the emergence of capitalist organization and economic growth in western Europe in contrast to the trajectories followed by the other major medieval economies.

Surveys the conditions of material life and changing social and economic relations in medieval Europe using the comparative context of contemporary Islamic, Chinese, and Japanese experiences. Covers the emergence and decline of feudal institutions, the transformation of peasant agriculture, living standards and the course of epidemic disease, and the ebb and flow of long-distance trade across the Eurasian system. Particular emphasis placed on the study of those factors, both institutional and technological, which contributed to the emergence of capitalist organization and economic growth in western Europe in contrast to the trajectories followed by the other major medieval economies.

This is a collection of downloadable video clips on the theme of Movement of People and Goods, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "To Have and Have Not" (2002), "Border Jumpers" (2005).