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(Evie Hahn/5th grade History/Sept.

14, 2015)
I. TOPIC: Lesson 4 (The Northwest Coast and the Arctic)
a. After reading about the backgrounds of the Native Americans and after
completing a bartering simulation, TSWBAT discuss the needs for
bartering based on the geographic location of the people.
b. History 8.3.5.D: Examine patterns of conflict and cooperation among
groups and organizations that impacted the history and development of
the United States.
1) Anticipatory Set
a. Ask the students what they remember from Fridays lesson about the
Desert Southwest Indians.
i. Customs
ii. Culture
iii. Location
iv. Food, Shelter, Tools, Clothes
2) Development
a. Read through text pages 76-80 while pointing out main ideas about the
culture of the people and their lifestyle and why the two go hand in
b. Map out the different areas of the people in order to explain the
peoples needs and their resources.
c. Have the students compare/contrast the needs of the different cultures
mentioned and predict how it would affect their need for bartering.
3) Guided and Independent Practice/Assessment
a. Play School House Rock video about bartering to introduce the subject.
b. Point out the situations outlined by the video and the cultures
c. Have the students discuss/predict the possible challenges that these
specific groups might have.
i. Communication (common language)
ii. Different needs (based on location, etc.)
iii. Difficulty of comparing one object to another -> need for
d. Bartering simulation:
i. Give each student a list of needs and a bag of goods
1. Discuss wants vs. needs (trading for color preferences)
ii. Tell them that they each need to end up with
1. 1 pencil
2. 1 Binder clip
3. 1 Pencil grip
4. 2 erasers
5. 1 piece of gum
iii. Tell them to walk around the classroom making barters with the
goal of getting each of these supplies.
iv. Forbid talking. Only allow hand gestures and drawings (no

4) Closure
a. Have the students share their barters and their explanation for them.
b. Have the students talk to the partner to discuss what they learned and
share what their partner said.
c. Have the students write why trade was important and why it was
important that a common language was created for bartering.
a. History textbook
b. Maps
i. Regions of North America:
ii. Columbia River:
c. School House Rock Video:
d. Simulation bags
i. Pencils
ii. Erasers
iii. Pencil grips
iv. Gum
v. Binder clips
vi. Baggies
a. Extra time: Ask the students to compare bartering then to bartering
today. (Trading cards, etc.)
b. Not enough time: Skip the School House Rock video
c. Struggling learners: Have the students partner up to do the simulation or
do a smaller example with a volunteer to make the idea more clear
through a more simple transaction. (Use an example of Pokemon Cards or
1) Formative: Circulate during conversations. Ask for student responses (thinkpair-share). Write down notes about bartering transactions.
2) Summative: Discussion at the end of the lesson. Written responses to
questions at the end.
1) Did the students meet the lesson objective?

2) In what ways did this lesson go well? Not go well?

3) How could this lesson be improved in the future?