Coin Trading Cards
Students will research U.S. coins and historical figures, and will write informational text to create trading cards based on their research.
- Half dollar
- Lincoln Bicentennial Cents
- Westward Journey Nickel Series
- America The Beautiful Quarters
- DC and Territory Quarters
- 50 State Quarters
- Presidential $1 Coin
- Native American $1 Coin
- Students will explore historical figures in U.S. History.
- Students will learn about the people depicted on different U.S. coins.
- Students will research U.S. coins and historical figures.
- Students will write informational text based on their research.
Major Subject Area Connections
- Social Studies
Minor/supporting Subject Area Connections
- Language Arts
- Third grade
- Fourth grade
- Fifth grade
Session Length: 60 minutes
Total Length: 46-90 minutes
- Whole group
- Small groups
- Individual work
Terms and Concepts
- American History
- Commemorative coins
- Historical figures
- U.S. Mint H.I.P. Pocket Change Web site, Coin of the Month "Past Picks" at www.usmint.gov/kids/coinNews/coinOfTheMonth/pastIssues.cfm
- The Official Guide to U.S. Commemorative Coins by David L. Ganz (Paperback, September 1999)
- Precut tag board for each student’s trading card
- Art supplies: pencils, markers, colored pencils or crayons, scissors, white paper, glue
- Gather trading cards as samples and make some overheads of coins including commemorative coins to give your students some ideas.
- Create a grading rubric based on the elements required in the Steps section. Make copies or post for the students' reference.
- Brainstorm with students the different types of trading cards they are familiar with.
- Make a list with the class of the common elements on all trading cards such as pictures, facts, statistics, etc.
- Explain to the students that they will be making trading cards based on U.S. coins. Show example overheads of coins including commemorative coins (if you made them) to give your students some ideas.
- Have each student pick one coin and create a trading card based on that coin. The coin must have a person or event depicted on one of the sides. Students can work in teams to research the coins using the U.S. Mint H.I.P. Pocket Change™ Web site, other coin websites and books about coins.
- Distribute the pre-cut tag board. Students can create the drawings on paper and write the information on the computer and then glue this onto the tag board trading card. Each card should include the following:
- Pictures of the obverse and reverse of the coin
- Description of all the elements on both sides of the coin
- Mint dates and mint location
- Face value of the coin
- Description and history of the person or event depicted on the coin
- Interesting facts about the coin
Differentiated Learning Options
Assign a coin and provide a printout of its information.
Have students determine different “values” for the trading cards, make additional cards, then trade and make up games for using their trading cards.
Use the rubric to evaluate the trading cards for achievement of the lesson objectives.
This lesson plan is not associated with any Common Core Standards.
Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Science, Technology, and Society
Grade(s): Grades K–12
- enable learners to identify, describe, and examine both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings
- provide opportunities for learners to make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions
- have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes influence scientific and technological endeavors
- prompt learners to evaluate various policies proposed to deal with social changes resulting from new technologies
- help learners to identify and interpret various perspectives about human societies and the physical world using scientific knowledge, technologies, and an understanding of ethical standards of this and other cultures
- encourage learners to formulate strategies and develop policy proposals pertaining to science/technology-society issues