ETE 335

1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Lyndsay Hawk Economics Grade: 4th The History and Importance of Trade/Bartering

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: Students will develop knowledge of trade and bartering over time. In addition, students will learn to make connections between their lives and the use of trade in the economy. Objectives: Content/Knowledge: • Students will be able to explain why people voluntarily exchange goods and services. • Students will be able to locate information about barter as a means of trade and explain why barter is difficult. • Students will be able to recognize the inter-relatedness of goods, services, money. Process/Skills: • Students will be able to obtain data from a variety of sources. • Students will be able to support interpretations with evidence. Values/Dispositions: • Students will be able to formulate a opinion or position regarding the effectiveness of bartering and trade. • Students will be able to identify feelings and actions of people, in order to make connections to their life.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: Teaching young students about economics, including trade and bartering, is important to develop financial literacy and teach students how to make informed and responsible choices as consumers, savers, investors, workers, and citizens. In addition, students must recognize their role as a participant in our global economy. Standards: State – Illinois Common Core or Learning Standards 15.D.1a Demonstrate the benefits of simple voluntary exchanges 15.D.1b Know that barter is a type of exchange and that money makes exchange easier. National – NCSS Themes • Individual Development and Identity • Global Connections • Production, Distribution, and Consumption

5. Logical/Mathematical

6. Logical/Mathematical Activity: • Students create time lines of the progression of trade/money over time. • Students sequence events in chronological order. Students demonstrate research skills using the Internet and library sources Materials: • computers with Internet access or student-researched library materials about the trade/bartering Resources: http://www.pbs.org/wgbh/nova/ancient/history-money.html

7. Verbal/Linguistic

8. Verbal/Linguistic Activity: • Students will use folk tales, history, and their own experiences to recognize the inter-relatedness of goods, services, and money. They will locate information about barter as a means of trade and use folk tales as an historical instrument. Students will write a journal entry about their findings. Materials: Computer with Internet access, The Wampum Bird folktales, paper, pencil Resources: www.kahonwes.com/iroquois/wampum.htm

9. Musical/Rhythmic

10. Musical/Rhythmic Activity: Students will listen to a collection of raps/songs teaching the basics of market competition, demand and supply, monopolies, and general economic principles. Students will choose one song and analyze the lyrics for content. In addition, students will discuss the economics of the music industry. Materials: Computer with Internet access, paper, pencil Resources: http://www.educationalrap.com/music/economics/

11. Visual/Spatial

12. Visual/Spatial Activity: Students will partner with local economic education councils to host an economic concepts poster contest. Students will develop a poster idea utilizing information discussed on economics. Students will advertise their poster and provide an explanation to other classes to spread their knowledge about bartering. Materials: Computer with Internet access, paper, pencils, other coloring materials Resources: • http://www.richmondfed.org/publications/education/concepts_posters/pdf/2010_barter.pdf

13. Body/Kinesthetic

14. Body/Kinesthetic Activity: • Students will be provided product tokens, bags of small inexpensive items or ask students to bring an item from home to trade. Tell students it is up to them to decide if they want to trade or not, but set an objective to encourage vigorous trading. Each student can be given a card listing his goal or kids can have competing goals such as everyone trying to collect a full set of items but there is not enough for everyone to succeed. Students should develop their own station, including their items and interact with one another to accomplish their goal. Materials: Individual items from home, other inexpensive materials to trade (erasers, pencils, etc.) Resources: No resources will be utilized during this activity.

15. Interpersonal

16. Interpersonal Activity: • Students listen to a story and answer questions about a family in Central or South America that barters to get the ingredients for chicken sancocho, a kind of stew. The students complete sentences that record the various trades carried out by the family to obtain all of the ingredients for the sancocho. They participate in a trading activity where they barter with each other to get the ingredients needed to make chicken sancocho and learn about the difficulties associated with barter. Students will write a reflection about the difficulties people, like the family in the story, face. Materials: • Saturday Sancocho by Leyla Torres, paper, pencils, ingredients and/or cutouts of food items Resources: http://money.howstuffworks.com/bartering.htm

17. Intrapersonal

18. Intrapersonal Activity: Students will be challenged to imagine life without money if they lived in a barter system. Ask students to choose a shop they might like to own in a barter system and create an advertising poster to entice customers to trade with you. Students should explain why they chose the shop and why they think they will be successful. Materials: Paper, pencil Resources: http://voytech.com/news_letters/barter.htm

19. Naturalistic

20. Naturalistic Activity: Students will discover how United States farmers produce many fruits and vegetables. Production of fruits and vegetables in other countries also take place. In this lesson, the students will learn why there is international trade of fruits and vegetables. Because students might think that trading is something one does without using money (barter), it is important for them to know that trade between countries usually involve money. Students will document and share their findings with a partner. Materials: Computer with Internet access, paper, pencil Resources: www.dole.com/#/superkids www.dole.com/SuperKids/Encyclopedia/tabid/714/Default.aspx

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: Students will be assessed throughout the lessons using anecdotal notes and observations checklists. In addition, students’ comprehension will be evaluated from various journal entries and group discussions. Furthermore, a formative assessment will be given at the end of the lessons, in which students will be asked short-answer questions related to trade and bartering (history, change over time, effect on currency today.) Online Resources: https://delicious.com/lhawk/Economics