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Lesson Title: International Trade Day

Grade Level: Sixth Grade

Scope and Sequence

  • The final lesson in the unit

Big Idea: Economic Interdependence

Essential Questions

  1. Why is trade important?
  2. How might importing goods benefit a society? How might exporting goods benefit a society?
  3. How does one country’s economy affect another country’s economy?


  • CCSS
    • ELA-LITERACY.RH.6-8.1 – Cite specific textual evidence to support analysis of primary and secondary sources.
    • ELA-LITERACY.RH.6-8.7 – Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    • ELA-LITERACY.SL.6.2 – Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
    • ELA-LITERACY.SL.6.5 – Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
  • GLCEs
    • 6-E3.1.1 – Use charts and graphs to compare imports and exports of different countries in the world and propose generalizations about patterns of economic interdependence.
    • 6-E.3.3.1 – Explain and compare how economic systems (traditional, command, market) answer the three basic economic questions: What goods and services will be produced? How will they be produced? For whom will they be produced?
    • 6-C4.3.3 – Analyze the impact of treaties, agreements, and international organizations on global issues.


The learner will be able to demonstrate his or her ability to compare imports and exports of different countries in the world as well as the economic systems of these particular countries by role-playing as the leader of a particular country and interacting with peers (also role-playing as leaders of other countries) regarding his or her country’s imports and exports and working with other classmates to create a proposal that will benefit each country represented in a way that is tailored to each country’s specific economic system, including charts and graphs that show generalizations, trends, and patterns of economic interdependence.


This assessment allows students to activate and synthesize what they have been learning in throughout an economics unit. This lesson is the final assessment of the unit. Prior to this, students will have learned about imports and exports in the United States as well as in other countries. Students will have learned about and discovered the three economic systems and will have learned how to answer the three basic economic questions regarding the United States. This assessment targets higher order thinking skills by requiring students to integrate everything they have learned separately about trade and economics to create a proposal between all countries represented in the classroom that not only benefits every country involved, but the proposal will also be tailored to each country’s economic system. This proposal must include charts and graphs that show generalizations, patterns, and trends that support the overall idea of the proposal. Students will also be required to speak (or present in some way) at an “International World Economics Conference” (class-presentations) to explain the economic and trade trends in their own country and to share how the proposal benefits their country.


  • Journals for notes
  • Computers for research
  • Parliamentary-Procedure Poster


  • Engage:
    • Essential Questions
      • Review Old
      • Introduce New
    • Ask: Who wants to be a President? (students raise hands)
      • Talk about final assessment and criteria
        • Research country
        • Find answers to:
          • Describe trade
          • Describe economic system
          • Is this country part of the UN?
        • Look for maps/charts/graphs
        • Support ideas with evidence!!
    • Pick groups
      • Allow students to either work alone or work with a partner
  • Explore/Explain
    • 15 minutes: Research! Tie in Essential Questions
    • 10 minutes: Present at United Nations Conference on Trade and Development
      • basic overview: provide classmates with background info
    • 20 minutes: work with “leaders” of other countries to create a proposal
      • Utilize parliamentary procedure (Rules posted CLEARLY for all to see)
  • Elaborate:
    • Present Proposal:
      • Requirements
        • Must include and benefit each country
        • Tailored to each economic system represented
        • Will it be funded?
        • Include at least 5 problem/solution scenarios
        • What will happen to each country?
        • Who has which resources? Does this affect the proposal?
      • Each country speaks about
        • Benefits for their country
        • Possible potential for problems for their country upon implementation of proposal
        • How the proposal allows them to work with another country
        • How the proposal answers the Essential Questions
  • Evaluate (Conclusion):
    • Reaction to Activity and Essential Questions
      • Write/show (graphic organizer)/vlog






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