If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

ShowMeYourWampum Final Assessment

Page history last edited by Jose Ludens 13 years, 4 months ago

Cooperative Learning

Trade to Survive

Social studies standard: Grades 6-8

VI. Skill Standards in Economics

B) The student will understand basic principles of economic decision making.

Students will analyze how people respond predictably to positive and negative economic incentives.

Students will understand the concept of scarcity and its role in decision-making.

Students will apply a decision-making process to make informed choices.

Students will analyze how people respond predictably to positive and negative economic incentives.

Step 1: Concept/Essential Questions

Why do people trade with other people?

How can it be a fair trade for both people? Who has the power?

Step 2: Instructional Objectives:

Through classroom simulation the students will learn the economic principals of trade in the 1600's.

Students will understand the concept of scarcity and its role in decision-making.

Students will apply a decision-making process to make informed choices.

Students will analyze how people respond predictably to positive and negative economic incentives.

Step 3: Estimate of Prior Knowledge

Ask students questions relating to trade. For example “has anyone traded candy after trick or treating or a party?

What things do you give away and what things do you keep? What kinds of candy do you have to give two pieces in order to get one?

What happens if there is very little of a candy that everyone wants?

Step 4: Require Differentiation/Modification

Exceptionalities –Students with exceptionalities will be introduced to deeper aspects of economics that they can discuss and practice within their group. For example, students can answer the question, “how can trade make everyone better off without using more goods?” or students can explore ideas such as the opportunity cost of producing one item compared to another. Furthermore, students with exceptionalities can assist other team members to produce better quality work.

Culture/Ethnicity/Race – The teacher will connect this lesson to each student, emphasizing aspects of the lesson that will help them identify with the content in a meaningful way based on their individual traits. For example the teacher can include those cultures that are represented within the classroom in a discussion about what items were or are presently contributed by these cultures or areas of the world for trade. The teacher will foster an atmosphere of equality, acceptance, and respect towards all cultures, ethnicities, and racial groups represented in the classroom.

Language Diversity – The teacher will involve the students in vocabulary building activities prior to the lesson, allowing them to become familiar with new words that will be used. The teacher will also have new terms available for easy reference, such as on the overhead projector or white board. The teacher will utilize all the resources available to accommodate ELL students who and will provide help directly or with a para.

Gender Differences – The class will be equally divided into heterogeneous groups. Groups will be observed to ensure every student has equal opportunity to participate in the assignment and express their thoughts and ideas. The teacher will foster an atmosphere of equality, acceptance, and respect towards all genders groups represented in the classroom.

Social Class Differences – The teacher will appeal to students from all social classes by building off a prior knowledge and understanding that they can all relate with. The teacher will foster an atmosphere of equality, acceptance, and respect towards all social groups represented in the classroom.

Multiple Intelligences:

Logical – This lesson promotes reasoning and stimulates students to be logical thinkers.

Social /Interpersonal – Group work will provide learning opportunities in a social setting that will build each child’s skills in this area and will appeal to learners who prefer this type of educational setting.

Linguistic – Through group work and discussions this lesson appeals to learners who prefer activities that involve the exchange of ideas in conversation.

Visual – The teacher will write the main points on the board that will help the visual learner understand the instructions and main ideas. The lesson also included hands on materials with items that contain various terms that are utilized throughout the activity.

Kinesthetic -This lesson provides students hands on experience in learning basic economic principles of trade and allows them to work casually with other students and move around.

Step 5 Instructional Materials/Special Arrangements

Print Materials

Note cards for items (below)

Media Resources

none

Internet Resources

none

Materials and supplies

Markers

Sissors

Note cards for “items” the produce

Step 6: Establish Set

Introduce the students to the assignment. They will need to survive a harsh New England winter in the early 1600’s. They will not be able to survive if they do not have certain supplies. They will need to gather these supplies by working with other groups in the class. The land is full of natural resources but products need to be made from them. Each group will need to work together in order to obtain their needs so they both have a better chance at surviving the winter. Spend some time with the students with new vocabulary words and the ideas that they represent.

Economic definitions

Economics in your own words worksheet

Step 7: Sequence of Learning Activity

Divide the class into 6 groups of 4-5 students each. Give each group the list they will need to survive the winter. There will be 6 groups: 1 group is Europe, 2 groups are settlers, and 3 groups are Native Americans.

Europe: The Europeans will begin with cards representing guns, knives, beads, and cooking pots they will lend them out on credit so they will need to be paid for.This group will lend and distribute guns, beads, knives, cooking pots and keep track of debt. This group can only work with the Settlers they can’t work directly with the Native Americans to meet their need on their note card.

Settlers: The settlers will borrow, trade and acquire items on their list to survive the winter. They can work with Europe, Native Americans and if necessary other Settlers.

Native Americans: This group will produce and acquire goods on their list through trade with the settlers and if necessary other Native Americans. They can’t trade directly with Europe. Native Americans begin with “Land” Cards, no more can be produced.

To produce food, blankets and furs each Native American group will have 60 seconds to write/make as many as they can.

To make a unit of food students will need to write “FD” on one section of the 1/8^th note cards.
To produce blankets they will need to write “blankets” on one section of the 1/8^th cards.
To produce 1 fur they will need to write “trap and skin” on one section of the 1/8^th note cards.

After 10 minutes or the teacher has determined that trade has stopped give the Native Americans 45 seconds to produce more goods, repeat.

First 10 minutes represents August, Second 10 minutes represents September, and the final 10 minutes represent October. As we get closer to winter the sense of urgency will increase and the students will begin to realize which goods are in more demand based on supply, they should realize they need to make more of what there is a short supply of.

Below are cards that list the required needs of each group.

These need to be printed in advanced and used during the lesson.

Native Americans 1.docx

Native Americans 2.docx

Native Americans 3.docx

Step 8: Closure

Have a class discussion following the lesson/game.

Did everyone collect enough supplies to survive the winter?

Do items become more valuable when they are in limited supply?

Allow students to talk about the game and the connections to the vocabulary terms.

Step 9: Informal Assessment of Student Learning

Watch and listen to groups as they are working together.

Step 10: Formal Assessment of Student Learning

Assessment Activity.docx

Trade to survive Quiz

Rubric for Trade to survive Quiz

Collaborative Work Skills : Trade To Survive

Each student will pick one student from their group to assess. If there is an odd number of students then one student may have to assess two students.

CATEGORY	4	3	2	1
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Problem-solving	Actively looks for and suggests solutions to problems.	Refines solutions suggested by others.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Does not try to solve problems or help others solve problems. Lets others do the work.
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.