Lesson Plan Title: Economic Trade and Barriers of Prosperity
HS.5SS.C1.PO 1 (A ) Why do people/groups make the decisions they do?
HS. 5SS.C4.PO 2 I can describe how global trade impacts the United States andeconomies worldwide.
● Why do countries trade with each other?
● How does trade improve economies?
● What is comparative advantage?
● Why do some countries have barriers to trade?
Bell Work
Students used maps to locate where our classroom products originated from. Students weregiven a short period of time to find as many products as possible (a minimum of 10) that were
imported to the United States. Students were required to specifically tell what the product was
and where it came from. For example: Ben’s shirt came from Pakistan.
Instructional Cues
Students were asked the following question at the conclusion of this activity: Why do countries
or people trade? What types of products came from various countries? Did any of you find aproduct imported from Japan? If so what type of product? Why do you think these types ofproducts come from this area of the world or this country? Students are reminded of an activity
which illustrates absolute and comparative advantage called the Hatfields and McCoys. People
like countries trade because resources move to areas where they are valued the most. Students
will also find current events related to trade and trade barriers and other examples of trade
restrictions.
ClosureStudents will research the imports and exports from various countries with Japan and the UnitedStates and tell the possible reasons why specific products come from different countries. Eventhe states produce products trades with other Americans and different regions of Japan havedifferent products
Assessment
On a notecard, students will be able to answer why people trade as well as the impact trade hason the standard of living of those involved with trade and give examples of what happens to thestandard of living in countries such as North Korea who are isolated from voluntarytrade.Students will see that trade with other countries such as Japan or China benefit not justtheir people but Americans as well.
Trade Activity Lesson for 2nd Semester
Flags are displayed around the classroom and student must find products that represent thosecountries.(Donated flags from bankrupt company)
Bell WorkStudents will identify products which are imported from various countries. Student must select aflag and research which country it is and what its imports and exports are.
Instructional Cues

Students will be given products that they are allowed to trade with each other. Before trading
the students rate the value of the products from their designated countries. Trades are made inrounds with the cumulative value increasing as the rounds change. Students are asked whysome students traded their goods and other chose to keep their products. We also discusstrade policies and why they are important to political relationships. What is in the news about
the political and economic relationship between Japan and the United States with the tradebarriers against China and the threat of nuclear war with North Korea?
ClosureStudents will understand that trade barriers are not necessary or beneficial for the United Statesto have with Japan or other countries.
Assessment
Why might citizens of one country find it beneficial to have a trade war with another country
such as Japan but find it overall to be harmful to our society? Students will understand thattrade barriers protect some industries at the expense of other industries in the long run.
Enhancement Activity
Students will learn about Japan’s currency by constructing a classroom display of Japanesecurrency and being able to learn how to convert the Yen to the U.S. Dollar as well as learning
about the history of inflation.
Government lessons
HS.3SS.C5 PO 2 I can describe factors (trade, political tensions, sanctions, terrorism)that influences United States foreign policy.
HS. 4SS.C4. PO 4 I will understand the role of globalization on the exchange of ideas,
goods, and capital and its role in creating social challenge.
Objective
Students will use discussion of current events to understand how relations with other countries
involve multiple players and difficult decisions that need to be made.
Bell Work
Students will research current events involving the United States with Japan, China, and North
Korea. Students can Google economic, political, or military policy that impacts these countries.
I​nstructional Cues
My presentation includes information about my visit and my knowledge about Japan’sConstitution in regards to the Article with offensive military limitations. I also discuss our traderelations with China and how nuclear war with North Korea impacts our trade with China andJapan. Our discussions with the former Japanese ambassador reflect the relations withPresident Trump and how trade barriers or even the threat of trade barriers threatens todestabilize the economies of each of the above nations.
ClosureStudents will summarize how a foreign policy and economic trade policy is intertwined between
the United States and Japan. From their example of current events, they will understand that anexchange of ideas, with fair trading policies determines how political leaders make decisions onforeign and domestic policy.
Assessment
Students will create a poster which shows how the government of Japan is structured incomparison to that of the United States along with examples of current events that haveoccured between Japan and China and why leaders of those countries made policy decisions.