The results of the students’ interviews will vary depending upon which option of the activity they complete, the types of products and stores they target, and the people they choose to interview.  The presentations of their interviews should make effective use of graphics, charts, maps, and excerpts from their interviews and should highlight the linkages among trade, supranational agreements, and the local community.
 
 

Activity 2.2:  From Cradle to Grave

 

Students findings will vary based upon the product they choose to investigate.  Students should summarize their findings in any creative way, e.g., a collage, or a poster with maps, graphics, tables and text, and/or a short summary report (less than one page).  Their summaries should contain the following information:

• place(s) or country(ies) of origin
• the pathways from the place(s) of origin to the user (the student) to the waste dump (its geographic path)
• the processes of production/ manufacturing, sale/ distribution, and collection

The products from this activity will vary depending upon the particular countries that students choose to research.  Students should find the following statistics for the countries they select:
total trade volume

• most significant trade partners (and the volume of the trade with each one)
• the export-to-import ratio
• the major trade products

Student papers will vary depending upon the question they choose to address.  Use general criteria below to guide your assessment of the papers or see Notes on Active Pedagogy for additional suggestions on responding to student writing.

• Does it answer the question as posed?
• Does it demonstrate a thorough understanding of the concepts covered in the suggested readings?
• Is it concise and well-written?
• Does it represent several perspectives?

This is a class discussion activity and therefore there are no specific answers.
 
 

Activity 2.6:   Pretty Women

 

This activity is primarily a method for generating an interesting class discussion about the use of images in advertising, the links between such images and forces of exploitation, and the ties to MNCs and the global community.  Because of the variety of images that students might find and the nature of the activity, there are no specific answers.
 
 

Activity 2.7:  Multinationals in Context

 

Students’ projects should address the questions posed in the Instructor’s Guide and on the Student Worksheet for this activity.  Students should be allowed the option of producing a creative product for this activity, rather than a traditional research paper.  Regardless of the media of presentation, be certain that students:

• answer most of the questions they were asked to consider;
• clearly and effectively convey their findings in the product; and
• demonstrate that they have all shared equally in the work.

Student papers will vary depending upon the question they choose to address.  Use the general criteria below to guide your assessment of the papers or see Notes on Active Pedagogy for additional suggestions on responding to student writing.

• Does it answer all aspects of the question as posed?
• Does it demonstrate a thorough understanding of the concepts covered in the suggested readings and throughout the module?
• Is it concise and well-written?
• Does it present a balanced account of perspectives?