General Guidelines
The country report project let us practice complex thinking, collecting information, analyzing data, and writing based on material from the class.
Country Report Project
The country report project let us practice complex thinking, collecting information, analyzing data, and writing based on material from the class.
Each group will choose a country and collect and analyze data regarding the country’s macroeconomic indicators and the status of its economy. Students will also be asked to collect some information regarding the United States. The group can have 1-4 members. The country must be chosen from the list provided at the end (see page 9), and the group must seek the professor’s approval. Only one group can work in each country, so nobody else can write about it once a group/person has registered a country with the professor. The students must email the professor regarding the group and the country by Sunday, Nov 3rd at 11:59 PM CST. The report is due Wednesday, Dec 4th, at 11:59 PM CST. Students should use a free plagiarism checker to ensure that 90% and above is their writing before submitting. A project similar to others/online sources would get a 0 grade. Use In-text citations and references when needed. No late submission will be graded.
Because you will be asked to collect some data, here are a few data sources to use:
Wikipedia’ https://databank.worldbank.org/source/world–development–indicators; https://oec.world/en
Other sources: https://unstats.un.org/unsd/snaama/Basic; https://www.worldbank.org/; https://tradingeconomics.com/; https://fred.stlouisfed.org/
Note: These sources are just a starting point. You are welcome to use other reputable sources that are suitable for the project.
The Country Report Project is a total of 100 points, and it is graded on two components: (1) the content of the report and (2) peer evaluation. For the first part, the grade will be distributed as described below. The second aspect refers to the student’s contribution to the report, which your team’s peer will measure. By the deadline, each group member will answer an anonymous survey in which they will evaluate their peers. The survey will be available on Monday, Dec 2nd. Content of the Report – 90%
Peer Evaluation – 10%
The Country Report Project is 10% of your class final grade +5% extra points (based on your final project grade)
Make sure to cite all references correctly in your submission (use APA styles). Please, proofread your essay to remove any typos or mechanical errors. For your text, use the following elements:
You submission should be a Word document or a PDF document.
The submission must include responses to the questions and the filled-in tables.
II: Collecting and Analyzing Data (34 points)
For the chosen country, find the information below and fill out the corresponding rows with the requested data in Table 1 below (page 4). Calculate when required.
Data source | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 | |
Exchange rate to USD | ||||||||||||||
Real GDP | ||||||||||||||
Real GDP growth rate | Calculation | |||||||||||||
Population | ||||||||||||||
GDP per capita | Calculation | |||||||||||||
GDP per capita growth rate | Calculation | |||||||||||||
Unemployment rate | ||||||||||||||
Labor force participation rate | ||||||||||||||
CPI | ||||||||||||||
Inflation calculated from CPI | Calculation | |||||||||||||
Inflation rate |
III: Economic Growth Relative to the United States (10 points)
For the US, find the information below and fill out the corresponding rows with the requested data in Table 2 below.
Calculate when required.
o Find the US real GDP per capita (2 points)o Calculate the GDP per capita growth rate (2 points)
Table 2 – United States
Data source | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 | |
GDP per capita | ||||||||||||||
GDP per capita growth rate | Calculation |
IV: Economic growth and Standard of Living (35 points)
This part of the country report largely followed the activity presented inMaximova, A., Muchiri, S., & Paraschiv, M. (2023). For this, we will use information available on Dollar Street on Gapminder website, which presents picture and information of families around the world living at different levels of income.
Dollar Street can be accessed here: https://www.gapminder.org/dollar–street/matrix,
For both the US and your chosen country, you will select four households/families in Dollar Street at different levels of income (If any information is unavailable, just leave it blank).
To do so, you need to select the income level, which will then show you picture of a family or families who are said to live on this income level. Then, you can choose a family by clicking on the picture and, on the page that will open, click on “visit this home” (right-hand side of the screen next to the photo). In this page, you will be able to see the information of the family (e.g., income, access to necessities).
Using the information for the family you selected,
Table 3 – Country Selected
Country Chosen | Monthly Income: | Family Size: | Bedroom: | Kitchen /Food: | Next Big Thing to Purchase: | Health /Personal Hygiene: |
(e.g., 2 adults, 5 children) | (e.g., no bedroom / one room household; no bed) | (e.g., no fridge, no processed food) | (e.g., bicycle) | (e.g., no running water) | ||
Family #1 (Income</or $60/month) | ||||||
Family #2 (Income $61 – $240/month) | ||||||
Family #3 (Income $241 – $960/month) | ||||||
Family #4 (Income>$960/ month) |
Table 4 – United States
United States | Monthly Income: | Family Size: | Bedroom: | Kitchen /Food: | Next Big Thing to Purchase: | Health /Personal Hygiene: |
Family #1 (Income </or $60/month) | ||||||
Family #2 (Income $61 – $240/month) | ||||||
Family #3 (Income $241 – $960/month) | ||||||
Family #4 (Income >$960/ month) |
Be sure to cite the references you use (5 points).
References:
Maximova, A., Muchiri, S., & Paraschiv, M. (2023). A Stroll Down the Dollar Street: Teaching Per-Capita GDP Using Internationally Comparable
Photographs. Journal of Economics Teaching, 8(2), 87-113. DOI: 10.58311/jeconteach/178c166014597b60b1f4b7463ef0d55842b8996b
Continent | Country | Continent | Country | Continent | Country | ||
Africa | Burkina Faso | Asia | India | Europe | France | ||
Africa | Burundi | Asia | Indonesia | Europe | Italy | ||
Africa | Cameroon | Asia | Iran | Europe | Latvia | ||
Africa | Cote d’Ivoire | Asia | Jordan | Europe | Lithuania | ||
Africa | Egypt | Asia | Kazakhstan | Europe | Netherlands | ||
Africa | Ethiopia | Asia | Kyrgyzstan | Europe | Romania | ||
Africa | Ghana | Asia | Lebanon | Europe | Russia | ||
Africa | Kenya | Asia | Mongolia | Europe | Serbia | ||
Africa | Liberia | Asia | Myanmar | Europe | Spain | ||
Africa | Malawi | Asia | Nepal | Europe | Sweden | ||
Africa | Nigeria | Asia | Pakistan | Europe | Switzerland | ||
Africa | Rwanda | Asia | Palestine | Europe | Turkey | ||
Africa | Somalia | Asia | Papua New Guinea | Europe | Ukraine | ||
Africa | South Africa | Asia | Philippines | Europe | United Kingdom | ||
Africa | South Sudan | Asia | South Korea | The Americas | Bolivia | ||
Africa | Tanzania | Asia | Sri Lanka | The Americas | Brazil | ||
Africa | Togo | Asia | Thailand | The Americas | Canada | ||
Africa | Tunisia | Asia | Vietnam | The Americas | Colombia | ||
Africa | Zimbabwe | Europe | Austria | The Americas | Guatemala | ||
Asia | Bangladesh | Europe | Bulgaria | The Americas | Haiti | ||
Asia | Cambodia | Europe | Czech Republic | The Americas | Mexico | ||
Asia | China | Europe | Denmark | The Americas | Peru |
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