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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

FP.C&G.5.5 Analyze the development and implementation of domestic and foreign policy by outlining opposing arguments on major issues and their efforts toward resolutions (e.g., health care, education, immigration, regulation of business and industry, foreign aid, intervention abroad, etc.).

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Analyze the relationship between protectionist trade policy and international relations
Analyze the viewpoint of the protectionists and the free trade supporters concerning trade
Construct support for a selected opposing argument by citing textual evidence from scholarly sources

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

How trade policies may impact international political and economic relationships
Reasons for protectionist trade policies
Reasons for free trade policies
The position of the United States on current trade policies (e.g. trending toward protectionism, increased tariffs).

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How does a nation’s trade policy of protectionism impact international relations?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Introduce the essential question underlining the word “protectionism”. Discuss the word protectionism (the theory or practice of shielding a country’s domestic industries from foreign competition by taxing imports).

Quick Write: Do you believe the U.S. should allow foreign businesses to sell products without being taxed (i.e. tariffs) if it means American can spend less at the store (e.g. cars, televisions, food)?

Possible Answers: 1. Yes. The more economic freedom and positive relationships with global nations the better; also when consumers can spend less on goods, everyone wins. 2. No, American jobs should be protected. U.S trade policy should create disincentives to international companies competing against American companies and jobs.

Take the Political Spectrum Quiz: Share results with your number. What were your “ahas”? What did you expect? What surprised you? (Numbered heads)

Key Vocabulary (for explicit instruction): trade deficit, tariffs, comparative advantage, protectionism, zero-sum national security

Vocabulary Strategy: Word Web: Protectionism

Previewing (what, who, when): Preview word web by using the words “Protect”

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Preview: Model the use of the constructing arguments organizer
Make a claim (e.g. The U.S. should pursue protectionist trade policies).
Identify strong, logical reasons to support the claim (after
evidence is presented they will classify it on either the “Why?”
or “Why not?” side of the Graphic Organizer.

Preview using the statement: “Newly licensed 16 yr. old drivers should not be allowed to drive at night. Present the following facts in which students have to put on the “Why?” or “Why not?” side of the Graphic Organizer.

Statistics about accident rates and teen drivers
Teen drivers have jobs
Teen drivers transport self and siblings to activities
Statistics about risky behavior and youth

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Interactive lecture with PowerPoint about the history of U.S trade policy (international relations, mercantilism, free trade, isolationism)

Opinion Share in Collaborative Pairs: In pairs, create an analogy that could be used to describe the protectionist trade policy and international relationships.

Example: The U.S. trade policy of isolationism is like a school that does not encourage parental involvement. Families may not feel welcome and students may be discouraged from opportunities to engage in a richer community. OR it is like a restaurant that doesn’t allow kids.

Previewing (what, who, when):

Review the idea of analogies.

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Quick Write:
If then… If the US continues the trade policy of protectionism, then…
If more free trade was established, then

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Interactive lecture with PowerPoint about how and why the United States has created trade policy. Fill in the “Why?” side of the Graphic Organizer

Use a Think Aloud to model the thinking when examining the “Why Not” side of the Graphic Organizer using this article How U.S. trade policy has changed over 30 years? Use NAFTA

Students analyze an excerpt from The President’s Trade Policy Agenda Executive Summary and fill in the rest of the “Why Not” section of the graphic organizer.

Perhaps add a few Higher Order Thinking Questions or a Collaborative Discussion that allows them to analyze viewpoints with a partner.

Collaborative Pairs (Opposing Opinions): (1) Analyze the impact of imposing new tariffs from two opposing viewpoints (i.e., protectionist v. free trade).
.
Previewing (what, who, when):

Scaffolding (what, who, when):
Partially completed graphic organizer

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Viewpoint Analysis Graphic Organizer: Describe two different viewpoints on the validity of protectionism. What are the two viewpoints and the reasons for each? Write the two viewpoints on the banners and the reasons on the thought bubbles. Then, decide what your viewpoint is on the validity of the recent trade policies. Add your viewpoint to the third banner.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Construct Arguments Graphic Organizer (Position Statements, Reasons, Facts) Collaborative Pairs

Instructor will model the constructing arguments graphic organizer by sharing the subject of “City Zoning Ordinances” and the position statement “Commercial businesses (e.g., restaurants, convenience stores should be allowed to open anywhere in a city including near homes, schools, and churches). Modeling will include reasons of free-market principles, while facts will include costs of commercial property, survey data supporting limited government regulation.

After modeling, students will use the same constructing arguments graphic organizer to take a position on the trade policy debate (protectionist or free-trade) and begin filling in the graphic organizer.

Collaborative pairs will utilize the “Written Conversation” collaborative pairs activity to enable “deeper levels of thinking…”

Students will then complete the graphic organizer including the “facts” section after collaborative pairs.

Mini-debate: the class will divide into the two major positions (protectionist vs. free trade) and students will have a mini-debate. The instructor will have prepared questions starting with what is your position, how will this position benefit the U.S.,

Previewing (what, who, when):

Scaffolding (what, who, when):
Partially completed graphic organizer with line #s guiding them to the answer

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Read: Lo, C. (2018). Who loses in a sino-U.S. trade war? The International Economy, 32(2), 42-45. Use the graphic organizer to construct an argument and write an essay for the local school newspaper justifying the recent U.S. trade policy or an alternative, opposing policy. Evaluate the policy and take a position. Use the following vocabulary: trade deficit, tariffs, comparative advantage, protectionism, zero-sum national security, protectionism.

Differentiated Assignment for Struggling Students:

Framed paragraphs will be provided for students who will benefit from additional reading and writing support

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