Trade and Trade Routes-Amanda Graser

I. Lesson Plan Overview and Description

1. Expected Duration: 45 minutes
2. Social Sciences: Economics, Geography
3. Concepts (Big Ideas): Trade, Trade Routes, Economics,
Geography
4. Vocabulary:
Explorer: someone who travels to learn about new places.
Trade Route: a road or waterway that people travel to buy, sell, or
exchange goods.
Goods: (from dictionary.reference.com)
1. possessions and personal property
2.(sometimes sing) ( economics) commodities that are tangible, usually
movable, and generally not consumed at the same time as they are produced
Compare services
3.articles of commerce; merchandise
Scarcity: (from dictionary.reference.com)
1. insufficiency or shortness of supply; dearth.
2. rarity; infrequency.
5. Skills: Geographic, Chart and Graph, Reading
6. Broad Goals of Lesson: Understand what trade is and why it is
important.
II. Content Outline
I. Explorers Arrive
A. Exploring the Americas
1. Over 1,000 years ago the first Europeans, the Vikings, came
to North America from northern Europe
2. 1400s: different Europeans made their way to North America

in search of Asia
a. These sailors were looking for new trade routes to
Asia
i. Vocab: Trade Route: a road or waterway that
people travel to buy, sell, or exchange goods.
B. Looking for Asia
1. 1492-Christopher Columbus and his crew sailed west from
Spain looking for a better route to Asia.
2. After hearing of Columbus's adventure, other explorers from
Spain, Portugal and France also sailed to the Americas.
a. They were also looking for a new route to Asia as well
as for gold.
i. Vocab: Explorer: someone who travels to learn
about new places.
C. Exploring the Coasts
1. 1542-Juan Rodriguez Cabrillo, a Spanish explorer from north
Mexico, along with two ships was the first European to explore the Californian
coast
a. Searched the Pacific coast looking for gold and land for
Spain to claim
b. Searched for waterway between the Pacific and Atlantic
oceans
D. France Explores the East Coast
1. France sent Samuel de Champlain to explore the east coast of
North America
a. The resources he found included fish and beaver
making him believe French settlers would be able to live in the area.
b. He founded the city of Quebec, Canada
III. Standards
PDE SAS6.1.3.A.= 6. Economics. 1. Scarcity and Choice. 3. Grade 3. A. Define

scarcity and identify examples of resources, wants, and needs.

6.2.3.A= 6. Economics. 2. Markets and Economic Systems. 3. Grade 3. A.
Identify goods, services, consumers, and producers in the local
community
6.4.3.B.= 6. Economics. 4. Economic Interdependence. 3. Grade 3. B.
Identify examples of trade, imports, and exports in the local community
8.3.3.A. = 8. History. 3. United States History. 3rd grade. A. Identify and
describe the social, political, cultural, and economic contributions of
individuals and groups in United States history.
9.1.3.E= 9. Arts and Humanities. 1. Production, Performance and Exhibition
of Dance, Music, Thearte, and Visual Arts. 3. Grade 3. E. Demonstrate the
ability to define objects, express emotions, illustrate an action or relate an
experience through creation of works in the arts.
9.2.3.A= 9. Arts and Humanities. 2. Historical and Cultural Contexts. 3.
Grade 3. A. Explain the historical, cultural and social context of an individual
work in the arts.
9.2.3.D= 9. Arts and Humanities. 2. Historical and Cultural Contexts. 3.
Grade 3. D.Analyze a work of art from its historical and cultural perspective.
9.2.3.F= 9. Arts and Humanities. 2. Historical and Cultural Contexts. 3.
Grade 3. F.Know and apply appropriate vocabulary used between social
studies and the arts and humanities.
NCSS Themes
II.D.= II. Time, Continuity, and Change. D. Identify and use various sources
for reconstructing the past, such as documents, letters, diaries, maps,
textbooks, photos, and others
III.E.= People, Places and Environments. E. Locate and distinguish among
varying landforms and geographic features, such as mountain, plateaus,
islands, and oceans
VII.A.= VII.Production, Distribution and Consumption. A. Give examples that
show how scarcity and choice govern our economic decisions
VII.B.=VII.Production, Distribution and Consumption. B. Distinguish between
needs and wants
IX.B. = IX. Global Connections. B. Give examples of conflict, cooperation, and
interdependence among individuals, groups, and nations

IV. Lesson Objectives

1. Students will make a map of explorer trade routes listing the goods they
were searching for.
2. Students will act out their own trade system and trade routes.
V. Teaching Procedures
1. Anticipatory Set/Introduction
Step 1: We are going to be talking about explorers and how they got to the
New World as well as the reasons why they made their voyages. We will talk
about Christopher Columbus, Juan Rodrigues Cabrillo, and Samuel de
Champlain. Today we are going to focus on one reason for their travels. I am
going to demonstrate it right now. I want everyone to think about what I am
doing. When you think you know the answer give a thumbs up. Walk up to a
boy student, "Hello Logan, I really like that folder, if I give you this pencil,
would you give me your folder?" "No, I need this folder to carry all my stuff
and I don't have another". "Ok thanks anyway Logan". Walk over to a girl
student, "Hi Allyson, if I give you a ten minute computer pass, would you give
me your eraser here?" "Sure, because I have an extra eraser and I could use
the computer time". "Thank you, Allyson! Here is your pass". Walk over to
another boy, "Hi Luke, would you like a homework pass? What will you give
me for it?" "I could really use the homework pass. I'll give you this book." "I
think that seems like a fair exchange, here you go".
"Ok I see quite a few thumbs-up, so let's see what some of the answers are.
Akela, what do you think I was demonstrating?" "Trading". "That's right this is
called trade and we are going to talk about trade routes".
2. Lesson Input
The trade routes will be put onto a short Powerpoint presentation explaining
what they are and what they are used for. There will be maps depicting
multiple trade routes of the three explorers and the goods that can be found
along those paths.
3. Guided Practice
Students will each get a map (the one depending on their needs), that we will
work through together to complete the trade routes for each of the explorers
we have discussed. We will also list the goods found on the trade routes.
4. Independent Practice
As you can see, there is a big blue cloth laying in the open floor. There are
big green pieces of cut-out paper. What do you think this is supposed to

represent? "The world with oceans and continents" "That's right, very nice
answer". Just like I showed earlier we are going to make trade routes like the
ones we drew on our maps and then we are going to act out how a trade
route would look. So here are some arrows, lets count off by threes. Ones are
Christopher Columbus' crew, twos are going to be Juan Rodriguez Cabrillo's
crew and threes will be Samuel de Champlain's crew. Each one of you will get
arrows that will show the route's directions and then as a group you will
travel to the New World. As you travel to the New World you will make a few
stops to trade some of our goods here. There are some "goods" that can be
chosen from to trade.
5. Differentiation
For struggling learners: Struggling learners will get a map that has the
routes printed on it and they will have to color code it instead of drawing the
routes by hand. It will also have the
For regular ed learners: Regular education learners will get a blank map
that they will need to draw the trade routes on.
For gifted learners: Gifted learners will finish the map as the regular ed
learners but they will build on that to create their own trade route where they
will choose their own trade partner and goods.
This lesson will be differentiated based on the specific behavioral,
physical and learning needs of each student.
6. Closure
We are done our actiity for the day so before you pack up I want each of you
to fill out an exit card. Tell me three types of goods that could be found on
the trade routes and why these explorers used trade.
VI. Teacher and Student Resources and Evaluation of Resources
A. Student Reading Resources:

Houghton Mifflin Social Studies Third Grade

B. Teacher Resources for Lesson Design:

Teachers manual- Houghton Mifflin Social Studies Third Grade

http://www.biography.com/people/christopher-columbus-9254209#firstvoyage-to-the-new-world

http://kids.britannica.com/elementary/art-88703

http://www.tripline.net/trip/Juan_Rodriguez_Cabrillo5053405635541004814EA383F7733463

http://kids.britannica.com/comptons/art-149865

C. Evaluation of Reacher Resources Used for Lesson Planning

Design:
Resource Title or
Website Address

Influence:
3+ Characteristics
Significant Influence suggesting that the
(SI) or
source is a quality
Minor Influence
resource, reliable
(MI) in informing
material
your thinking,
decisions about the
lesson plan

Teachers
Minor
manualHoughton Mifflin
Social Studies
Third Grade

http://www.biogr Minor
aphy.com/peopl
e/christophercolumbus9254209#firstvoyage-to-thenew-world

http://kids.britan Minor
nica.com/eleme

Accessibility
Access for
teachers or
others

Overall Rating and

Suggestions for
current, future use
of resource

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VII. Formative/Summative Assessment of Students

Formative Assessment: Students will be formative assessed
through the duration of the lesson when they answer questions during the
Powerpoint as well as while making the map and while they act out the trade
routes.

Summative Assessment: Students will be assessed based on the

accuracy of their map by recieving a (+), check mark, or (-). Students will
also get a participation grade for their participation in the trade route theater
piece. The exit card will also be used to gauge the students learning.
VIII. Technology/Materials/Equiptment
Technology:

Computer

Projector
Materials:
Teacher Materials:

"Floor map"

Items to be traded

Student Materials:

Map

Colored Pencils/crayons

Writing Utensil

Index Card

IX. Reflection on Planning

It is important for students to understand how people used to obtain
the goods and services they used. Money was not always used the way it is
now. It can help them learn a new way to obtain goods or services they need
when they do not have money. The students acting out the way a trade would
have gone will help solidify their understanding of theis concept. Making the
map and listing the types of goods that were traded then is a great study
resource for when test time comes around. This also takes some anxiety
away as the students are working in groups.