Doug Johnson
Lesson Plan
Prof. McAdams
PPE 230-2
Triangle Trade Lesson Plan
Block 1
Review:
-
Have a basic knowledge of how New England was discovered.
Or
- The interest in Africa by Europe and the colonization of Africa
Purpose:
- The purpose of this lesson to show students how new England started to prosper
economically and start to grow eventually into the colonies
Objectives:
-
Given the countries involved in the triangle trade, students will be able to list the
products traded for each country correctly.
Given a map, students will be able to connect the trade routes between the different
countries without error.
-
Anticipatory Set:
-
Have the tables arranged into four groups.
Hand out guided note sheet( blank and completed one attached)
http://www.youtube.com/watch?v=alfs2-hsoNU- this is an intro to the triangular trade.
Block 2
Modeling:
- Use interactive map while explaining the trade.
- http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/
Input:
The triangular trading system or the transatlantic slave trade operated in the late 16th
carrying slaves, cash crops, and manufactured goods between West Africa, Caribbean or New
England and Europe. New England, sometimes would take over the role of Europe in the trade,
by going directly to Africa.
A classic example would be the trade of sugar from the Caribbean to Europe or New
England, where it was distilled into rum. The profits from the sale of sugar were used to
purchase manufactured goods, which were then shipped to West Africa, where they were
bartered for slaves. The slaves were then brought back to the Caribbean to be sold to sugar
planters. The profits from the sale of the slaves were then used to buy more sugar, which was
shipped to Europe.
The first leg of the triangle was from a European port to Africa, in which ships carried
supplies for sale and trade, such as copper, cloth, trinkets, slave beads, guns and ammunition.
Guns were very popular because they could be used to capture slaves. When the ship arrived,
its cargo would be sold or bartered for slaves. On the second leg, ships made the journey of the
Middle Passage from Africa to the New World. Many slaves died of disease in the crowded
holds of the slave ships. Once the ship reached the New World, enslaved survivors were sold in
the Caribbean or the American colonies. The ships were then prepared to get them thoroughly
cleaned, drained, and loaded with export goods for a return voyage, the third leg, to their home
port, from the West Indies the main export cargoes were sugar, rum, and molasses; from New
England, raw resources, tobacco and hemp. The ship then returned to Europe to complete the
triangle.
Input Content teaching Aid:
-
Show video on Middle passage. It is bolded in input section, so show it right before you
explain it.
http://www.youtube.com/watch?v=UksolvR8NW8
Checking for Understanding Questions:
-
-
What was Africa’s major export?
o Slaves
Why is the middle passage significant?
o The slaves were not treated well, crammed, the traders wanted as many as they
could.
Why were guns a hot item in Africa?
o Used to capture more slaves.
What was New England’s role in the trade?
o Ship raw products to Europe where they had skilled craftsman to make products
Block 3
Guided Practice:
-
-
Purpose- this practice will help students visualize the triangular trade and the products
traded.
Process
Step 1: Give each group fake products that their country is known for to trade.
o Arrange tables into groups
o Water bottle for rum
o Small pieces of green paper for trees (lumber)
o Shackles for slaves etc.
Step 2: Designate one person to be a trader
Step 3: While going from group the trader will barter with what the areas are known for
showing how the trade worked visually.
Observed in classroom (Mr.Cassis)
Product- Write a short paragraph on what you learned from the simulation.
Independent Practice:
- Purpose- helps students focus on the second objective (drawing the trade routes)
- Process- students are given a blank map and they must draw the route during the
simulation
- Products- completed map so they can study for the test
Block 4
Closure- Do a quick run through of the interactive map asking questions on what comes next in
the sequence, and what is being traded.
Assessment- Asking questions during the closure activity should give an idea what might need
to be cleared up and reviewed.
Homework- Map worksheet (Attached)
Note: Next lesson on Middle passage