GRADE Trading Market in Ancient Greece 5€¦ · Trading Market in Ancient Greece GRADE5 Bring an...
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PAGE 1 5 GRADE Trading Market in Ancient Greece Bring an ancient Greek trading market to life in your classroom by allowing students to barter for items that would have been exchanged in this early civilization. Subject Social Studies Suggested Timing 40 minutes Financial Literacy Objectives At the end of this lesson, students will: • describe the uses of money (e.g., as exchange, trade, etc.); • compare ways in which goods and services were traded in early civilizations to modern life. Curriculum Expectations Social Studies, Grades 1-6 (2004) Social Studies Heritage and Citizenship – Early Civilizations • Outline how social needs were met in two or more early civilizations. • Identify important values and beliefs in two or more early civilizations and describe how they affected daily life. • Use graphic organizers and graphs to sort information and make connections. • Use media works, oral presentations, written notes and descriptions, drawings, tables, charts, maps, and graphs to communicate information about early communities. • Use appropriate vocabulary (e.g., culture, myth, legend, civilization, technology, democracy) to describe their inquiries and observations. • Make connections between some elements of modern life and similar elements from early civilizations (e.g., money as a medium of exchange).
Transcript of GRADE Trading Market in Ancient Greece 5€¦ · Trading Market in Ancient Greece GRADE5 Bring an...
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5GRADE
Trading Market in Ancient Greece
Bring an ancient Greek trading market to life in your classroom by allowing students to barter for items that would have been exchanged in this early civilization.
Subject Social Studies
Suggested Timing 40 minutes
Financial Literacy Objectives
At the end of this lesson, students will:• describetheusesofmoney(e.g.,asexchange, trade,etc.);
• comparewaysinwhichgoodsandservicesweretradedinearlycivilizationstomodernlife.
Curriculum Expectations
Social Studies, Grades 1-6 (2004) Social Studies
Heritage and Citizenship – Early Civilizations• Outlinehowsocialneedsweremetintwoormoreearlycivilizations.• Identifyimportantvaluesandbeliefsintwoormoreearlycivilizationsanddescribehowtheyaffecteddailylife.
• Usegraphicorganizersandgraphstosortinformationandmakeconnections.• Usemediaworks,oralpresentations,writtennotesanddescriptions,drawings,tables,charts,maps,andgraphstocommunicateinformationaboutearlycommunities.
• Useappropriatevocabulary(e.g.,culture,myth,legend,civilization,technology,democracy)todescribetheirinquiriesandobservations.
• Makeconnectionsbetweensomeelementsofmodernlifeandsimilarelementsfromearlycivilizations(e.g.,moneyasamediumofexchange).
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GRADE 5Trading Market in Ancient Greece
Curriculum Expectations
Mathematics, Grades 1-8 (2005) Mathematics
Number Sense and Numeration• Readandprintinwordswholenumberstotenthousand,usingmeaningfulcontexts.• Solveproblemsthatarisefromreal-lifesituations.• Solveproblemsinvolvingtheaddition,subtraction,andmultiplicationofwholenumbers,usingavarietyofmentalstrategies.
• Addandsubtractdecimalnumberstohundredths,includingmoneyamounts,usingconcretematerials.
• Useestimationwhensolvingproblemsinvolvingtheaddition,subtraction,multiplication,anddivisionofwholenumbers,tohelpjudgethereasonablenessofasolution.
• Demonstrateanunderstandingofsimplemultiplicativerelationshipsinvolvingwhole-numberrates,throughinvestigationusingconcretematerialsanddrawings.
Assessment Collect:ReflectiononTradingMarketActivity(AppendixC)
What You Need • AncientGreeceTradingCards(AppendixA)• AncientGreeceTradingCardMatchingWords(AppendixB)• ReflectiononTradingMarketActivity(AppendixC)• TradingMarketReflectionRubric(AppendixD)
Minds On Find Your Other HalfEachstudentinonehalfoftheclassreceivesacardshowinganimageofanitemfortradeinanancientGreekmarket.Eachstudentintheotherhalfoftheclassreceivesacardwithawordthatmatchesoneofthoseimages(AppendicesAandB). Providetimeforstudentstofindtheirmatch,butdonotrevealthepurposeoftheitems.
Haveeachpartnershipsharetheiritemwiththeclass.Askstudentsiftheyknowwhatalloftheshareditemshaveincommon.
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Action Instruction:ExplaintostudentsthattheproductsareitemsthatwouldhavebeentradedbypeopleatmarketsinearlyGreekcivilizations.Informtheclassthatthepurposeoftoday’slessonistoconductasimulationinordertolearnaboutancientGreektradingmarkets.
Usingvisualsandvideowhenpossible,instructbrieflyonthefollowingtosetthehistoricalcontext:1. GeneralfactsaboutancientGreektradingmarkets2.Theimportanceoftradeinearlycivilizations3.Economicfactorsthataffectedthekindsofitemsthatwerebroughttomarketandtraded(considerproximitytowater,climate,etc.)
4.Comparisonoftradeinancientversusmoderntimes
Havestudentstakenotesorprovideatemplatewheretheycanfillinkeyinstructionalpoints.
Studentsshouldalsobeinvitedtosharetheirexperiencesbuyingproductsatamarket(i.e.,farmers’markets,fleamarkets,etc.).Thisdiscussioncanbeusedtomoreclearlydefinethedifferencesbetweeneconomicpracticesinmodernlifeascomparedtoearlycivilizations.
Preparing to TradeCreatecooperativegroupsoffourtosixstudentsandhandouttradingcards(foritemsthatareoflesservalue,provideadditionalcards).Ensurethateachpersonhasatleastoneitemtotrade.Limitthenumberofmoreexpensiveitemsavailablebyreducingthenumberofcardshandedoutforthatitem.
Explaintostudentshowpeoplenegotiatedtradeswithoutcurrency,andmodelsomeofthemethodsthatwereused.
Brainstormatradingcriteria(re:tradingforitemsofworth,tradingforitemsthatwillhelpthemtosurvive,tradingforitemsthatwillprovidelong-termbenefit).Explainthatthegoalisforeachgrouptohaveabalanceofitemsthatwillhelpthemtosurviveandthateachgroupmustbeabletojustifytheirtradingdecisionsandstrategyattheendoftheactivity.
Providetimefortradinggroupstodevelopasmallposteroradvertisingpitchthatwillhelpthemsellorpromotetheirgoodsatthetradingmarket.Next,providetimeforstudentstowalkaroundtheroomtoseewhatisavailable.
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Developing a Trading StrategyAsagroup,havestudentsdiscusswhattradestheyneedtomaketoensurethattheymeetthetradingcriteria.Studentsshouldalsodiscusswhatwouldmakeafairtrade(howmuch/manyofanothergoodwouldbefairtotradeforoneoftheirowngoods).
Membersofthegrouparesentofftotryandmaketradeswithothergroups (allotabout15minutes).
Studentsshouldbeencouragedtobartertofindatradethatwillbeacceptabletobothtradingparties.Forexample:Group1mighttradefivebottlesofhoneyforonepieceofmetalwork.
Consolidation/ Debrief
Studentsevaluatetheirtradingcardsandcomparewhattheyachievedagainstthetradingcriteria.
Reflection:Havestudentswriteabouttheirtradingexperience.CompareandcontrasttheancientGreekmarkettomoderndaymarketsbyaskingthecriticalthinkingquestionsinAppendixC.
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Ancient Greek Trading Cards
A P P E N D I X A
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Ancient Greece Trading Card Matching Words
A P P E N D I X B
wheat timber to build ships dyes and linens
papyrus furs and hides iron and copper
goats and sheep salted fish Greek pottery
Greek olive oil metalwork honey
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Reflection on Trading Market Activity
A P P E N D I X C
Name: Date:
1.Whatstrategydidyourgroupusetotryandmeetthetradingcriteria?
2.Werethetradesfair?Whyorwhynot?
3.Nametwothingsthatyoudidduringthisactivitytohelpyourgroupachieveitstradinggoals.
4.Ifyoucoulddothisactivityagain,whatwouldyoudodifferently?
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Reflection on Trading Market Activity - page 2
A P P E N D I X C
Name: Date:
FillinthefollowingVennDiagrambyexplainingthedifferencebetweentradeinancientGreeceandinmodern-dayCanada.Recordanypointsofsimilarityinthemiddlesection.
Why was trade important in ancient Greece?
Why is trade important to Canadians?
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