Lesson Title: Trade in the Eastern Hemisphere

Teacher: Dora Casimir

Time Required: 70 min

Grade: 7th

Standard(s)-C3 Framework:
D2.Eco.15.6-8. Explain the benefits and the costs of trade policies to individuals,
businesses, and society.
Social Studies-Grade Level Content Expectations (GLCE)
7 E3.1.1 Explain the importance of trade (imports and exports) on national economies
in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum Africa, mineral
resources in Asia).
7 W3.1.5 Describe major achievements from Chinese civilizations in the areas of art,
architecture and culture; science, technology and mathematics; political life and ideas;
philosophy and ethical beliefs; and military strategy.
English Language Arts-CCSS:
CCSS.ELA-LITERACY.W.7.1 - Write arguments to support claims with clear reasons and
relevant evidence.
Content Objectives:
After reading about trade, imports, and exports, the learners will be able to correctly
define these terms.
After examining a countrys (located in eastern hemisphere) top imports and exports, the
learners will be able to collaborate with a small group to identify at least 2 connections
between their and another countrys import/exports, and represent these connections by
creating a web.
After completing the lesson activities, the learner will be able to create a minimum 1-2
paragraph argument for the import or export (in their assigned country) that they believe
would have the most impact on the global economy if it were to stop being produced.
They will also identify which export they think would have the most impact on
themselves if this country stopped exporting it. They will provide at least 1-2 clear
reasons or relevant evidence to support each argument.

Assessment:
The learner will create their own initial definition to the provided terms, then edit them
after completing the readings. They will receive 1 point per correct definition (3 total).
The learners will complete an activity in which they interact with other country groups to
identify connections between exports and imports, then create a web with yarn. The
learners will receive a working toward, met objective, or exceeds objectives, as this
activity is not possible to be made up by absent students.
The learner will produce a written response in which they will create an argument for the
import or export they believe would have the most impact on the global economy if it
were to stop being produced. They will also identify which export they think would have
the most impact on themselves if this country stopped exporting it. They will provide at
least 1-2 reason(s) to support each argument. 3 points will be assigned as follows:

1-2 paragraphs (1)

Identified both products (1)
1-2 Clear reasons/relevant evidence (1)

Key Vocabulary (Academic/Content)

Trade
Import
Export

Materials
Country Import/Export sheets (10)
2 Articles (1 each per pair)
Yarn
Masking tape
Markers
Social studies notebooks OR ruled
paper

Anticipatory Set (Getting Started) {10 min}

Students will begin the lesson by participating in a slightly adapted version of the
Contextual Redefinition reading strategy (Cunningham, Cunningham, & Arthur, 1981).
Write the vocabulary words (trade, import, export) on the board or document cam. Ask
students to write down their own definitions for the words before we read more about
them. They should also draw a picture to accompany each definition.
When finished, students will meet in small groups of 3-4 students to discuss and compare
their definitions and pictures.

Lesson Sequence:
Contextual Redefinition Cont. {20 min}
1. Provide 1 copy of each article to pairs of students. Together, they will read the
articles.
2. When finished, they should then discuss the big ideas they gained from the
article.
3. Students should also revisit their original definitions. Did the articles
change/expand upon your knowledge of these terms? Rewrite the definitions to
reflect this.
Eastern Hemisphere Top Imports & Exports Exploration Activity {10 min}
1. Assign students into 10 groups 1 group per available country. Pass out a country
import/export information sheet to each group.
2. Each group should first carefully examine the document and determine what it is
telling them.
3. Ask students to compare and contrast their countrys imports and exports. Bring
this discussion to the whole class.
4. Was there any imports/exports in their country that surprised them? Why?
International Trade Web: Making Connections {20 min}
1. Students will now walk around the room looking for at least 2-3 connections
between countries. For example: Sweden imports computer parts, China exports
computer parts.
2. Tell students to record all connections they find, because they will need them in a
moment.
3. Once students have had time to find at least 2-3 connections, have students
arrange themselves into a large circle, still staying in their groups. Tell students
they are going to work together to create an international trade web.
4. One country will begin by stating one connection that they identified. They will
cut a length of yarn that reaches to the other country, then each side will hold an
end. Using the masking tape, create a label stating the item being traded.
5. Continue around the circle until all connections are added.
6. Discuss students thoughts. What does this activity show us about the global
trade? What questions do you now have?
7. Tell students that just a few years ago, Japan suffered a terrible natural disaster.
An extremely powerful earthquake followed by a tsunami caused massive
destruction across the country and caused many of their nuclear reactors
meltdowns. How might this have affected their imports and exports?
8. After discussing, use scissors to cut the connections involving Japans exports,
and have students pull the string tight if there are any connections to Japan
involving energy (i.e. petroleum).
9. Can anyone else think of anything that could affect the global trade?

Closure/Homework {10 min}

Students will complete an exit ticket, where they will answer the following prompt:
Look back at your countrys imports and exports. In your opinion, which import or export
do you believe would have the most impact on the global economy if it were to stop
being produced? Which export* do you think would have the most impact on you if this
country stopped exporting it? Create a 1-2 paragraph argument, identifying clear reasons
and relevant evidence that support your ideas.
*If your country is the US, choose an import.
If there is insufficient time to complete the ticket, students may finish it as homework to
be turned in the next day.
Homework for tomorrow: Find at least 5 items in your home that have been made in
another country. In writing, list the 5 items and the country they were made in. Try to find
as many different countries as you can!
Adaptations for Diverse and Special Needs:

Students with special needs may be placed in groups with children they work well
with.

If a student struggles with poor writing skills, the exit ticket may be adapted to be
answered via flowchart, dictated orally, etc.

If a student struggles with poor reading skills, the readings may be dictated to the
student or placed with a partner that is stronger in this area.

Students are encourage to create visuals to accompany vocabulary being discussed as

a class.

Lesson can be adapted as needed.