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  • Externalities

    In this unit, we will refer to every-day life situations to understand what an externality is and how it affects human behavior.
    What is the difference between a positive and a negative externality? And why do both types require government intervention?
    It is advisable to have completed the unit on "Public Goods" prior to engaging with the current unit.

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  • It is advisable to have completed the unit on "Public Goods" prior to engaging with the current unit. 


    Through this "Engage" activity, students will be asked to identify if the selected situations, inspired from their daily lives, have a positive or negative impact on third parties.

    This is expected to help them understand the concepts of positive and negative externalities.

    In each of the situation, listen to several answers and ask the students to elaborate around why this situation creates a positive or a negative impact. 

  • n the "E-learn" section, students will have the opportunity to test and consolidate the knowledge acquired. E-learning is based on discovery, play, and instant feedback.


    This unit aims to familiarize students with the concepts of externalities.

    Using reference to every-day life situations, it seeks to explain to students what is an externality and how it affects human behavior, what is the difference between a positive and a negative externality and why do both require government intervention. 


    • Ask students to go to the E-Learn section of the unit titled "Externalities". 
    • Encourage them to be autonomous learners on the platform.
    • At the end of the E-Learn phase, foster a whole-class discussion to ensure that all the students have mastered the concepts included in the interactive activities. You may decide to resolve one or more of the exercises with the whole class to emphasize a particular concept or skill.
    • Remember: It is advisable to have completed the unit on "Public Goods" prior to engaging with the current unit.

  • This activity is designed for students to understand how governments interven to overcome negative externalities and promote positive ones. 

    Divide the class into 4 groups and give each group one case among the following four to discuss and analyze over a period of 20 minutes: 

    1. Taxing cigarettes
    2. Providing free public education
    3. Banning public smoking
    4. Encourage the production of environment-friendly cars. 

    If they have access to internet, students can research if the measures taken by governments had impactful results.

  • Now it is presentation time! 

    There are many types of presentations: informative, persuasive, instructive, motivational, decision-making etc. 

    First, ask the students to complete the unit on: "How to present like a pro" on the Tabshoura platform

    Then ask your students to chose the type of presentation that fits more the personality of their group and their objectives.

    Give them 30 minutes to prepare a 5 minutes presentation

    They must chose one (ore more) speaker(/s) and prepare visuals. Visual can be prepared on a power point presenttation or simply using papers and pen.

    Each group will have 5 minutes of presentation and 5 others minutes for questions and answers. 

    Open the debate around whether government intervention in each of the case was useful and had impact. 

  • Assessing the Learning Journey

    By the end of the work, ask students to evaluate their work through self-assessment. They will be asked to reflect on their learning journey, express their opinion, and complete a peer assessment of the other groups' presentations.  

    1. Ask students to write a short paragraph in which they highlight their key learning. 
    2. Ask students to fill in the attached assessment form

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