Florida SS.6.E.3.2

Social Studies6th GradeUnderstand the fundamental concepts and interrelationships of the United States economy in the international marketplace.

The Standard

Categorize products that were traded among civilizations, and give examples of barriers to trade of those products.

Florida Next Generation Sunshine State Standards for Social Studies

Teacher's field guide

What Students Need to Do: Students sort traded products into groups such as food, raw materials, finished goods, and luxury goods. They identify barriers that made trade difficult and explain each barrier's effect.
What Mastery Looks Like: Students accurately categorize goods such as grain, timber, pottery, metals, spices, and silk. They explain how distance, terrain, conflict, taxes, or poor transportation could delay or prevent trade.
Common Misconceptions: Students may confuse raw materials with finished goods or label every expensive item as a luxury good. They may name a barrier without explaining how it raises costs, causes delays, or blocks a route.
How to Assess It: Give students grain, iron ore, pottery, and silk. Ask them to categorize each product and explain one barrier that could affect its trade.

Lesson moves

Give groups product cards to sort into food, raw materials, finished goods, and luxury goods.
Ask students which barrier would most disrupt grain trade, then have them defend their answer in three sentences.
Play a route game where teams move product tokens across a map and draw cards for taxes, storms, mountains, and conflict.
Compare the trade of ancient spices with imported foods today, focusing on distance, transportation, taxes, weather, and conflict.

Free download

A ready-to-print activity worksheet aligned to SS.6.E.3.2, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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