Should+the+government+mess+with+the+Terms+of+Trade?

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THIRTEEN AMERICAN ARGUMENTS Enduring Debates That Define and Inspire Our Country Howard Fineman ** SHOULD THE GOVERNMENT WITH THE TERMS OF TRADE? **
 * [[image:osussmethods/fx_Bloom_New.jpg caption="fx_Bloom_New.jpg"]] || Lesson Plan Creators ||

Develop a lesson plan that moves the students from lower to higher levels of thinking. Complete the following template.

Controlling Question Develop a question to organize and focus your lesson. This controlling question should easily fit under the essential question (see blue box above).

Overview of Lesson Connections to the Essential Question

Objectives (skills and content) LIst the objectives under the heading "Students will" followed by bullet pointed action verbs (see objective table handout).

 [|Rev Objective Table (1).docx]

Lesson Activities & Materials: Match the Objectives to the Learning Activities


 * Ojectives:Begin with the VERB || Describe the Learning Activities: ||

Controlling question/ Essential question: Why does China matter?

Overview Today we will define and explore trade, tariffs, exports and imports. Model the process of global trade.

Objectives Define trade, tariffs, exports, imports Comprehend and describe how terms of trade relevant to your lives? Why does this matter? Apply to a current event.

Activities Money is paper Model trade practices
 * 1) Where did that come from? Identifying the global nature of products and production. Look at clothing, ipods, phones,
 * 2) Classroom represents the world, the US is geographically located in one corner, another in another
 * 3) Students get to choose what good they are. Where does that good come from? (if an ipod you come from china) (if oil you are an oil producing country)


 * 1) Use that modeling to define terms
 * 2) Handout to review terms
 * 3) Scenario – if the US changed terms for example with China what would it mean? What will happen to your ipod? Apply concepts and terms.
 * 4) Walk through and read article on China trade tariff.