Transcript ETE 335 chapter 8

ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Lyndsay Hawk
Economics
Grade: 4th
The History and Importance of
Trade/Bartering
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Goals:
Students will develop knowledge of trade and bartering over time. In addition,
students will learn to make connections between their lives and the use of
trade in the economy.
Objectives:
Content/Knowledge:
• Students will be able to explain why people voluntarily exchange
goods and services.
• Students will be able to locate information about barter as a means
of trade and explain why barter is difficult.
• Students will be able to recognize the inter-relatedness of goods,
services, money.
Process/Skills:
• Students will be able to obtain data from a variety of sources.
• Students will be able to support interpretations with evidence.
Values/Dispositions:
• Students will be able to formulate a opinion or position regarding the
effectiveness of bartering and trade.
• Students will be able to identify feelings and actions of people, in
order to make connections to their life.
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Rationale:
Teaching young students about economics, including trade and bartering, is
important to develop financial literacy and teach students how to make
informed and responsible choices as consumers, savers, investors,
workers, and citizens. In addition, students must recognize their role as a
participant in our global economy.
Standards:
State – Illinois Common Core or Learning Standards
15.D.1a Demonstrate the benefits of simple voluntary exchanges
15.D.1b Know that barter is a type of exchange and that money makes
exchange easier.
National – NCSS Themes
•Individual Development and Identity
•Global Connections
•Production, Distribution, and Consumption
Logical/Mathematical
Logical/Mathematical
Activity:
•Students create time lines of the progression of trade/money over
time.
•Students sequence events in chronological order. Students
demonstrate research skills using the Internet and library sources
Materials:
•computers with Internet access or student-researched library
materials about the trade/bartering
Resources:
http://www.pbs.org/wgbh/nova/ancient/history-money.html
Verbal/Linguistic
Verbal/Linguistic
Activity:
•Students will use folk tales, history, and their own experiences to
recognize the inter-relatedness of goods, services, and money.
They will locate information about barter as a means of trade and
use folk tales as an historical instrument. Students will write a
journal entry about their findings.
Materials:
Computer with Internet access, The Wampum Bird folktales,
paper, pencil
Resources:
www.kahonwes.com/iroquois/wampum.htm
Musical/Rhythmic
Musical/Rhythmic
Activity:
Students will listen to a collection of raps/songs teaching the
basics of market competition, demand and supply, monopolies,
and general economic principles. Students will choose one song
and analyze the lyrics for content. In addition, students will discuss
the economics of the music industry.
Materials:
Computer with Internet access, paper, pencil
Resources:
http://www.educationalrap.com/music/economics/
Visual/Spatial
Visual/Spatial
Activity:
Students will partner with local economic education
councils to host an economic concepts poster
contest. Students will develop a poster idea utilizing
information discussed on economics. Students will
advertise their poster and provide an explanation to
other classes to spread their knowledge about
bartering.
Materials:
Computer with Internet access, paper, pencils, other
coloring materials
Resources:
•http://www.richmondfed.org/publications/education/c
oncepts_posters/pdf/2010_barter.pdf
Body/Kinesthetic
Body/Kinesthetic
Activity:
• Students will be provided product tokens, bags of
small inexpensive items or ask students to bring an
item from home to trade. Tell students it is up to
them to decide if they want to trade or not, but set
an objective to encourage vigorous trading. Each
student can be given a card listing his goal or kids
can have competing goals such as everyone trying
to collect a full set of items but there is not enough
for everyone to succeed. Students should develop
their own station, including their items and interact
with one another to accomplish their goal.
Materials:
Individual items from home, other inexpensive
materials to trade (erasers, pencils, etc.)
Resources:
No resources will be utilized during this activity.
Interpersonal
Interpersonal
Activity:
• Students listen to a story and answer questions about a
family in Central or South America that barters to get the
ingredients for chicken sancocho, a kind of stew. The
students complete sentences that record the various
trades carried out by the family to obtain all of the
ingredients for the sancocho. They participate in a trading
activity where they barter with each other to get the
ingredients needed to make chicken sancocho and learn
about the difficulties associated with barter. Students will
write a reflection about the difficulties people, like the
family in the story, face.
Materials:
• Saturday Sancocho by Leyla Torres, paper, pencils,
ingredients and/or cutouts of food items
Resources:
http://money.howstuffworks.com/bartering.htm
Intrapersonal
Intrapersonal
Activity:
Students will be challenged to imagine life without money if they
lived in a barter system. Ask students to choose a shop they might
like to own in a barter system and create an advertising poster to
entice customers to trade with you. Students should explain why
they chose the shop and why they think they will be successful.
Materials:
Paper, pencil
Resources:
http://voytech.com/news_letters/barter.htm
Naturalistic
Naturalistic
Activity:
Students will discover how United States farmers produce many
fruits and vegetables. Production of fruits and vegetables in other
countries also take place. In this lesson, the students will learn
why there is international trade of fruits and vegetables. Because
students might think that trading is something one does without
using money (barter), it is important for them to know that trade
between countries usually involve money. Students will document
and share their findings with a partner.
Materials:
Computer with Internet access, paper, pencil
Resources:
www.dole.com/#/superkids
www.dole.com/SuperKids/Encyclopedia/tabid/714/Default.aspx
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Assessment:
Students will be assessed throughout the lessons
using anecdotal notes and observations checklists.
In addition, students’ comprehension will be
evaluated from various journal entries and group
discussions. Furthermore, a formative assessment
will be given at the end of the lessons, in which
students will be asked short-answer questions
related to trade and bartering (history, change over
time, effect on currency today.)
Online Resources:
https://delicious.com/lhawk/Economics