6th Grade: International Trade Day

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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?

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Online Social Studies Lesson Plan Critiques

Lesson #1: Create Your Own Native American Board Game

Subject Area: US History

Link: http://www.discoveryeducation.com/teachers/free-lesson-plans/create-your-own-native-american-board-game.cfm#obj

Grade Level: 4-5


  • 3-4; K-4 history: Understands the people, events, problems, and ideas that were significant in creating the history of their state
    • Understands the interactions that occurred between the Native Americans or Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the state or region.
  • 3-4; K-4 history: Understands the history of a local community and how communities in North America varied long ago.
    • Knows geographical settings, economic activities, food, clothing, homes, crafts, and rituals of Native American societies long ago (e.g., Iroquois, Sioux, Hopi, Nez Perce, Inuit, Cherokee).
  • 5-6; US history: Understands economic social, and cultural developments in the contemporary United States
    • Understands contemporary issues concerning gender and ethnicity (e.g., the range of women’s organizations, the changing goals of the women’s movement, and the issues currently dividing women; issues involving justice and common welfare; how interest groups attempted to achieve their goals of equality and justice; how African, Asian, Hispanic, and Native Americans have shaped American life and retained their cultural heritage).
  • 3-4; Geography: Understands the nature and complexity of Earth’s cultural mosaics.
    • Understands how different people living in the same region maintain different ways of life (e.g., the cultural differences between Native Americans and Europeans living along the eastern seaboard in the 17th century; differences among Sikhs, Hindus, and Muslims living in India today).


  1. Students will discuss how games reflect a culture’s beliefs, priorities, and aspects of everyday life
  2. Students will learn about a few games and toys of Native American children
  3. Students will analyze basic elements of a selected Native American tribe in order to apply them to the creation of an original board game that can be played by today’s children.


This lesson plan takes a unique approach to studying Native American culture, focusing on the reflection of childhood games on a people’s culture, “beliefs, priorities, and aspects of everyday life.” While this lesson could use a touch of authenticity, it does a good job allowing for student discussion, a key component to analytical collaboration. The lesson also connects history with the present, allowing students to begin to see what it might have been like to be a Native American child. This lesson includes adaptations for younger grades and extensions, allowing students to think deeper.

Areas of Improvement:

  • The objectives could be written to be measurable and observable and the lesson should be clearly tied to the objectives. This lesson seems to view the objectives as mere learning outcomes rather than an active component to the lesson.
  • Inclusion and/or link of essential questions and standards.
  • Concluding Activities: First, it would help if the lesson actually included concluding activities. They should be relevant and tied to the objective; provide a clear opportunity to conduct a final check for understanding; and students should be active participants.


Lesson #1
Curriculum and Standards 2 Standards are listed at the end, but there is no real connection within in the lesson.
Objectives 3 Objectives are not measurable and observable.
Introductory Activities 2 In our age of technology, Monopoly may be a foreign concept to younger students.
Learning Activities 2 There seems to be little scaffolding within the activities. The teacher primarily conducts input.
Student Centered 3 Author provides opportunities for extension, but the lesson would be better suited if the extension activities were a part of the actual lesson rather than an extension.
Concluding Activities 1 Lesson ends with students playing their fellow peers’ board games. No final opportunity to check for understanding is provided.
Assessment 2 No evidence that each student has achieved the lesson objectives
Lesson Materials and Resources 3 Materials are identified and links are provided to student worksheets.
Total 18/32 56%

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