Global Trade Response

Overview

In this final lesson of Global Connections and Change, students use their annotated world maps and research to write a 4–5 paragraph response about three trade routes or hubs. They explain how global trade affects people, culture, economies, and life in Saskatchewan.

Learning intentions

• Students will explain how trade routes and hubs connect regions through globalization.
• Students will analyse effects of selected products or services on people, culture, and economies.
• Students will use map features and research evidence to support ideas.
• Students will organize and communicate a clear extended response.

Success criteria

• I can identify three trade routes or hubs and the products or services connected to them.
• I can explain specific positive, negative, or varied effects on people, culture, and economies.
• I can connect my ideas to arrows, locations, labels, and the legend on my map.
• I can write 4–5 organized paragraphs, name my sources, and edit for clarity and conventions.

Curriculum links

• Globalization and interdependence: examining how people, places, economies, and cultures are connected.
• Perspectives and impacts: considering who benefits, who faces challenges, and how change affects communities.
• Geographic thinking: interpreting maps, locations, movement, and spatial relationships.
• Social studies inquiry and communication: gathering evidence, evaluating sources, organizing ideas, and communicating conclusions.

Lesson structure (30 minutes)

1. 0–4 minutes – Introduce and model the task Open with the globalization hook and task overview. Ask: “How can one product connect people in Saskatchewan to communities around the world?” Briefly define a trade route as a path used to move goods or services and a trade hub as a port, city, airport, or business centre where trade is organized. Model one route, such as coffee, using a think-aloud: “Who is affected by this trade?”, “How might this product change culture or daily life?”, “Who benefits and who may face challenges?”, and “What evidence on my map supports this idea?”

2. 4–7 minutes – Unpack the response structure Display the paragraph structure and success criteria. Students select three routes or hubs from their approved research, such as cocoa, smartphones, oil, wheat, medicines, tourism, shipping, or digital services. Distribute the extended response planning frame and the response checklist and source check.

3. 7–19 minutes – Independent writing Students use their annotated maps, research notes, and planning frame to write their response. The introduction identifies the three routes or hubs and previews a main idea; the next three paragraphs explain one route or hub each; the conclusion explains what the map shows about globalization. Circulate and conference briefly. Prompt students to include specific locations, products or services, map arrows, labels, the legend, and named sources. Encourage balanced explanations that include benefits and challenges where appropriate.

4. 19–24 minutes – Peer-review conference Open peer-review questions. Students exchange drafts with a partner and use the worksheet to check: three routes or hubs, effects on people, culture, and economies, specific evidence, map connections, 4–5 paragraphs, sources, and clear organization. Partners identify one strength and ask one useful revision question; writers make at least one improvement.

5. 24–28 minutes – Revise and submit Students proofread spelling, grammar, punctuation, transitions, and sentence clarity. They submit the completed annotated map, response, and source list. Remind students that precise vocabulary such as globalization, interdependence, trade hub, supply chain, and economic impact strengthens communication.

6. 28–30 minutes – Share and reflect Open the reflection and exit prompt. Invite several students to share one important trade connection. Students complete the final reflection orally or in one sentence: “Global trade affects life in Saskatchewan by…” Collect responses to identify patterns and misconceptions.

Resources

• the Global Trade Response lesson deck
• the response checklist and source check
• the extended response planning frame
• Students’ annotated world maps
• Students’ research notes and approved sources
• Pens, pencils, and highlighters
• Teacher copy of the analytic rubric
• Timer or visible classroom clock

Assessment

• Formative: listen to think-aloud responses, review planning frames, and conference with writers about evidence, map connections, and impacts.
• Peer feedback: use the checklist to identify missing requirements and one revision priority.
• Summative: assess the submitted map, response, and source list using the Grade 9 analytic rubric:
• Understanding of globalization and trade
• Explanation of impacts on people, culture, and economies
• Use of evidence and map connections
• Organization and paragraph development
• Clarity and conventions

Differentiation

• Support writers with the planning frame, paragraph starters, a visible model paragraph, a vocabulary bank, and teacher or peer scribing when appropriate.
• For EAL students, provide sentence frames such as “This route connects ___ and ___ because…” and “One benefit is ___, while one challenge is ___.”
• For students with SEN, reduce copying demands, allow speech-to-text or a typed response, chunk the checklist into one paragraph at a time, and provide a quiet writing space.
• Extend confident writers by requiring comparison across two routes, consideration of competing perspectives, or a more nuanced conclusion about uneven benefits and costs.