EGP 335

Welsh
1.0

Kayla

Lesson Plan Ideas

Lesson Title: Exploring Trading and Shipping in the Mid-Atlantic
Day Number: 3rd day of the Mid-Atlantic Unit Plan
Author: Kayla Welsh
Expected Duration: 45 minutes
Concepts: Trading and Shipping
Vocabulary: Triangular Trade, Economy, Colonists
Skills: Research, organizing information, and cooperative learning.

1.1 Integration of Learning Outcomes/Objectives

Students will describe the process of trading and shipping as well as

the Triangular Trade.

1.2 Standards
PA Standards: 6.1.4.A: Identify scarcity of resources in a local community.
6.2.4.G: Explain the three basic questions all economic systems must
answer.
What to produce?
How?
For whom?

NCSS Themes: I Culture, II Time, Continuity, & Change, III People,

Places, & Environments, VII Production, Distribution, and Consumption

1.3 Anticipatory Set:

Previously, students were introduced to different landforms by taking a

road trip through Maine, Vermont, and down the coast.

Teacher will point out the different landforms that were introduced the
previous day.

Share some interesting facts about the Triangular trade, trading, and
shipping.

1. The Colonies of New England include New Hampshire,

Massachusetts, Rhode Island, and Connecticut.
2. It connected them to the English homeland as well as the
West African Slave coast, the Caribbean plantation islands,
and the Iberian Peninsula.
3. They Relied upon British and European imports for glass,
linens, hardware, machinery, navigational instruments, paint,
and other household items.
4. Farming was difficult for crops like wheat because of poor soil
but corn, pumpkins, rye, squash, and beans were raised.
5. The molasses trade was particularly crucial to New England
economy because it created a lucrative market.
6. Colonist made a living by fishing, whaling, and shipbuilding.
7. New England shippers soon discovered that rum and slaves
were profitable commodities.

Ask if anyone has ever traded something with a friend or family

member. If so, have student(s) share their experience.

1.4 Procedures

Have students predict what they will learn about the Triangular
Trade. The teacher will write student answers on the board.

Teacher will show students two short videos.

o The Colonial Shipping Trade the Triangular Trade Route this
video is a 2.23 minutes long.
o https://www.youtube.com/watch?v=M6GbDM9DhLE
o Triangular Trade this video is 1.45 minutes long.
o https://www.youtube.com/watch?v=pYfCRRNxX2o

Teacher will briefly discuss with students what they saw in this
video.

On our class map the teacher will label the Triangular Trade.

(Concept) Students will do a trading activity where they will have

the option to cook, bake, create, or draw something at home to
trade in the classroom. In the classroom the student will decide
how much they think their trading item is worth. Then they will go
around the classroom with their object and bargain and trade with
their classmates.

(Skill) Students will be given a paper that summarizes facts about

trading and shipping. In small groups, students will work together
to fill out a worksheet to help the students organize the information.

When all worksheets are completed, students will present their

information to the whole class. Each member of the group will be
expected to present at least one piece of information about The
Triangular Trade as well as trading and shipping in general. As
groups present they will also practice filling in the map.

Individually, students will complete the exit slip to check for

understanding of todays lesson.

1.5 Differentiation

The lesson provides opportunities for students to work independently

(reading material and presenting), in small groups (worksheet) and as
a whole class. This flexible grouping provides students with
opportunities for discussions with peers and teacher in order to
understand the content.

For learners who desire enrichment, there will be extra written

resources such as books and magazines available for the students to
learn more about trading and shipping. Time permitting, these
students may also be encouraged to write a short paragraph (2-3
sentences) describing the Triangular Trade.

For students who need additional support, they will be grouped in

mixed ability groups to encourage peer assistance and also the teacher
may decide to lead a small group through this assignment.

1.6 Closure

The teacher will explain to the students that the map of the Triangular
Trade for them see throughout the rest of the unit on the Mid-Atlantic.
The teacher will remind students to use this visual throughout the unit

to help make sense of the new material and be able to visualize where
things are located and what it looked like.

Tomorrow we will hear about how

1.7 Formative/Summative Assessment of Students

Formative assessment: Teacher will observe students while they are

working in groups and completing their worksheets. The teacher will
informatively ask students about what they are reading to check for
comprehension. Additionally, the teacher will provide feedback to
students as they are participating in the trading activity.

Summative Assessment: Students will complete an exit slip where they

complete a map of the Triangular Trade. The teacher will collect the slip
for evaluation as to each students understanding of the lesson.

1.8 Materials/Equipment
A. Materials/Reading Resources
o
o
o
o
o

Smart board with laptop

map
resource papers
Worksheets
Exit Slips

B. Website chart is attached.

C. Teacher content chart is attached.

1.9 Technology

The anticipatory set includes videos for the students to view.

For this lesson, students are receiving a paper summarizing the
important facts, however, in the future; this lesson could be made into
a scavenger hunt and completed on a computer.

2.1 Reflection on Planning

Although I dont think it is important for the students to remember some of

the more specific facts about the Triangular Trade and trading and more
about how to trade in general I thought it was important for them to find this
information and discuss it for their overall comprehension of the unit.

Exit Slip

Answers: A to D= Rum and goods to Africa, D to B=Slaves to Africa,

C=Sugar to New England

Student Worksheet

Name: __________________________
1. The Colonies of New England included what states?
2. Why was it difficult to crop wheat in New England?
3. New England relied on British and European import for what?
Please list as many as you can.

4. New England sold what to other markets? Please list as many

as you can.
5. What was the Triangular Trade? Please write a short
paragraph.

Content Notes

Triangular Trade
The Colonies of New England include New Hampshire, Massachusetts,
Rhode Island, and Connecticut.
New England colonists tapped into a sprawling Atlantic trade network.
It connected them to the English homeland as well as the West African
Slave coast, the Caribbean plantation islands, and the Iberian
Peninsula.
Trade
Trade in the colonies was determined by geography. Close proximity to
the sea and rivers led to the development of the fishing industry.
They Relied upon British and European imports for glass, linens,
hardware, machinery, navigational instruments, paint, and other
household items.
Natural recourses also impacted trade. The lush forest provided wood
for various trade items.
New England colonies could not offer much to England beyond fish,
furs, and naval stores.
Farming was difficult for crops like wheat because of poor soil but corn,
pumpkins, rye, squash, and beans were raised.
New England built a thriving mercantile network and ship building
system.
New England colonies were forced to purchase more from England than
they were able to sell back.
Americans sold bread, corn, flour, fish, beef, pork, horses, and bacon.
The molasses trade was particularly crucial to New England economy
because it created a lucrative market.
Shipping
Colonist dealt with this situation by using their own ships to sell to
other markets not subject to English taxation.

This included the Azores, southern Europe, Madeira, Newfoundland,

and the West Indies.
Colonist made a living by fishing, whaling, and shipbuilding.
New England shippers soon discovered that rum and slaves were
profitable commodities.

Website/Sources

https://www.youtube.co
m/watch?
v=M6GbDM9DhLE

M.I.Minor
Influen
ce or
S.I.Signific
ant
Influen
ce
M.I.

https://www.youtube.com/wat
ch?v=pYfCRRNxX2o

M.I.

www.shmoop.com/colon
ial-newengland/economy.html
(teacher resource)

S.I.

www.landofthebrave.info/tr
ade-in-the-colonies.htm

S.I.

If S.I. include
why credible

How easy is
it for
teachers to
access?

How easy
is it for
students
to access?

Very easy for

teachers to
access.
Simple search
of Shipping
and Trading
produced this
video.

Very easy
for teachers
to access.
Simple
search of
Shipping
and Trading
produced
this video.
Very easy
for teachers
to access.
Simple
search of
Triangular
Trade
produced
this video.

Very easy for

teachers to
access.
Simple search
of Triangular
Trade
produced this
video.

http://matsumoto.eesd.org/t
m28/col09/colne.html
http://www.let.rug.nl/usa/o
utlines/history-1994/thecolonial-period/newengland.php
http://thehistoryjunkie.com/
new-england-colonies/
http://matsumoto.eesd.org/t
m28/col09/colne.html

S.I.
S.I.

S.I.
M.I.