Lesson 4: Trade

Teacher:

Kathleen Fuller & Rachel Polikaitis

Date:
Big Idea: Roles of the factors that make up market economy in
the context of Michigans economy
Thread:
ELA/Civics crossover
I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to look in depth at the different kinds of trade that
make up an economy. The lesson will spend some time drawing on previous
knowledge of goods and services. The teacher will facilitate a simulation while
creating stopping points to elaborate on specific types of trade. By the end of this
lesson, students will be able to discuss and give examples of internal trade,
international trade, and fair trade.
How does this lesson tie in to your units Big Idea?
Our big idea is, what role do the factors that make up market economy play in the
context of Michigans economy? Trade is a big factor in our economy. Without it, we
would have a difficult time getting all the goods and services that we so freely enjoy.
Trade also plays a big role in the international community and in Michigans
community. Exploring these aspects tie into the idea that trade is a crucial factor that
makes up market economy.
What are your objectives for this lesson?
Objectives:
1. Students will be able to summarize the definitions of the three different
types of trade
2. Students will be able to articulate original examples of the three
different types of trade
3. Students will be able to create rules to regulate consequences related
to fair trade.
4. Students will be able to apply general definitions of trade to trade as it
relates to Michigans economy
5. Students will be able to identify connections between goods and
services and trade.
Common Core State Standards:
4-E1.0.2: Describe some characteristics of a market economy
4-E1.0.7: Describe the exchange of goods and services and the role of money
4-G4.0.3: Describe some of the movements of resources, goods, people, jobs, and
information to, from, or within the United States, and explain the reasons for the
movements
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1.D

Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion.

II. Before you start

Prerequisite
knowledge and skills.

Students should have knowledge of goods and services from

previous lessons.

Assessment
(formative and
summative)

Formative: writing examples of each kind of trade throughout

the lesson
Summative: writing an application of how trade affects their
daily lives

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of
Representation

Multiple Means of
Expression (Action)

Multiple Means of
Engagement

Options for Perception

Options for
action/interaction

Options for recruiting

interest

Options for Language/Symbols

Options for Expression

Options for Sustaining

Effort & Persistence

Options for Comprehension

Options for Executive

Function

Options for Self Regulation

Materials-what
materials (books,
handouts, etc) do you
need for this lesson
and do you have
them?
Do you need to set up
your classroom in any

Vocabulary Worksheet
Various Knick Knacks (one for each student)
Pens/Pencils
Computer/Projector for the video at the beginning

The students should be sitting in table groups

special way for this

lesson? If so, describe
it.

III. The Plan

Ti Part
me s
Motivatio
n
(Opening/
Introducti
on/
Engagem
ent)

Developm
ent

The description of (script for) the lesson, wherein you

describe teacher activities and student activities (indicate
in parenthesis where you are addressing standards and
themes)

Ask students, What do you know about trade? What if we add in

the word international? Do you know what international trade is?
Show students the school house rock video about trade:
https://www.youtube.com/watch?v=wHY5cdExNa8

Write the definition of trade on the board: the exchange of one

good or service for another.
Also write the words internal trade international trade and
fair trade on the board.
Teacher gives each student a worksheet with the words internal
trade international trade and fair trade along with space for
students to write definitions and examples. Also pass out to each
student a little knick knack (from the dollar store or wherever).
Initially, the teacher explains that they can and should trade their
items with the people at their table. The students are allowed to
make convincing arguments as to why their table mates should
trade with them.
After a minute or two or when each table is done trading, teacher
should tell the students to freeze.
Ask: What kind of trade do you think we all just participated in?
Why? What do you think a good definition for internal trade
would be?

Explain that *Bobby* had a pencil but he wanted *Macys* colored

note card. Bobby didnt have a colored note card, so he had to
trade for it. That is one example of trade, internal trade. We trade
things we do have for things that we dont have. What are some
goods that we trade throughout the U.S. for? In Michigan?
Have students write a definition in their own words and an
example of something they think is traded in the U.S. and
Michigan in the blank on the worksheet.
Have the students pick up their newly traded items. This time tell
the students they can trade with anyone in the class.
After a few minutes or when it appears that the trading is dying
down, teacher should tell the students to freeze and return to
their seats.
Ask: What kind of trade do you think we all just participated in?
Why? What do you think is a good definition for international
trade?
Explain that this kind of trade is just like internal trade but instead
of trading inside just one country, this kind of trade is trading with
any and all countries around the world. We trade with other
countries to get things that we do not have here in America. A
good example of this would be that we do not have a lot of oil
here in the U.S. so we trade with other countries who have a lot of
oil so that we can get our cars to run. What are some goods we
trade with other countries for? What kinds of things does
Michigan have that other countries might want?
Have students write a definition in their own words and an
example of something they think is traded between countries and
something they think other countries would want from Michigan in
the blank on the worksheet.
Finally, have two students come to the front of the room with their
objects. Take both of their objects from them, and trade them. Tell
them that this is an example of unfair trade. Sometimes trade is
not fair and both parties do not voluntarily participate in the trade.
Ask students: What do you think of this? We just witnessed and
UNfair trade. What is a good definition for fair trade? What should
happen if a country does not trade fairly?
Have students write down a definition of fair trade in their own
words and what they think an example of fair trade might be.
Also have them write down what a consequence should be for a
country who does not trade fairly.

Closure

Have students share with their table group the examples they
wrote down for each type of trade.

On the back of the worksheet, have students write how they think
trade applies to their daily lives in Michigan.
Explain how this lesson supports your Big Idea. What is the takeaway?