Teacher(s) Name: Tina Monteleone and Crystal PleasantonThematic Unit Theme/Title/Grade Level: Triangular Trade and Colonial Slavery/Grade 5Wiki space address: http://triangulartrade-colonialslavery.wikispaces.com/Daily Lesson Plan Day/Title: Day 3: It's All About BusinessLearning Objectives

The student will interpret primary source documents to understand how the Slave Trade was considered strictly business in the eyes of many.

The student will recognize how Triangular Trade played a major economic role in the colonies.

The student will identify and categorize the imports and exports of the Trans- Atlantic Slave Trade.

The student will write to explain the importance and the downfalls of Triangular Trade in the Atlantic world.

NCSS Theme/Sunshine State Standards SS.5.A.4.5: Explain the importance of Triangular Trade linking Africa,

the West Indies, the British Colonies, and Europe.

SS.5.A.4.6: Describe the introduction, impact, and role of slavery in the colonies.

SS.5.A.1.1: Use primary and secondary sources to understand his tory.

SS.5.A.4.4: Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.

Student Activities & Procedures Introduction:

1. Tell students to think back to the trading activity and the maps of Triangular Trade routes that they have viewed over the past two days. Hand out the "Triangular Trade Sentence Construction" worksheet (found after lesson).

2. Have students fill in the blanks as best as they can in order to evaluate what the students already know. Tell the students that this is just to see what they remember. Encourage them to jot down their questions to better help them understand what they are learning. Monitor the students as they are filling in the blanks and writing down questions. Take note of any questions that students may have in order to assess what else they need/want to know.

3. Collect the worksheets, and then go over the answers as a class. Address any important questions students may have had. Have the Triangular Trade map up for students to see. Take note on what areas

students didn't really understand and be sure to go over those areas more in depth.

4. Tell students that Triangular Trade was all about business. Tell students that the goal was always to get the best trading deal and make the largest profit, sort of like how our Trading Activity was, except in those times people wanted to make so much profit that they were willing to treat humans like goods.

5. Remind the students that Africans were captured so that the colonies in the Americas could have cheap labor to work on rice, sugar, cotton, and other plantations. Ask students to remind everyone of some of the horrible conditions of the slave ships that these slaves had to travel on.

6. Show the "Profits From the Slave Trade" document on the document camera/overhead (found after lesson).

7. Read the document and ask students, "Does the way this was written sound strange to you?" Have a discussion on this document. Students should recognize that slaves are listed as if they were an item or good. Students should note that the document is written without any sort of regret or sadness for the 100 slaves that died on the voyage!

8. Ask students, "About how much did the Captain pay in bills?" (Students should use math estimation skills: 32,000 - 24,000 = About 8,000 European pounds). Ask, "Did the Captain make a large or small profit?" Students should understand that the Captain made a very large profit (about 3 times as much as he paid in bills).

9. Show a primary source excerpt from the South Carolina document found after the lesson. Point out some of the goods that are imported and exported to and from South Carolina found on this document. Point out that once again slaves are listed in the document as if they are just another piece of property or an item.

10. Show students a newspaper advertisement for the sale of slaves from the 1780s (found after lesson). Ask students, "Why do you think people were treated this way?" Have a discussion on the wrongs of treating people like property.

11. Tell students that even though slavery is wrong, people saw it as just another part of business. Show a map of the 13 Colonies with their different economic industries (found after the lesson).

12. Tell students that during the time of Triangular Trade the colonists heavily relied on trade to earn money and receive necessary goods. Say, "as you can see from the map, the colonists had a lot of raw materials that they could trade for manufactured goods they didn't have." Have students name some examples of raw materials from the map. Have

students name some example of goods the colonies needed to import (Examples: clothes, tools, furniture, etc.)

12. Tell students that as the colonists began to trade, the economy began to grow. Say "for example, once the colonists got their own ships they were able to fish. Fishing and whaling then became large industries and the colonists could trade their surplus, or extra fish with places like the West Indies."

13. Tell students that cities began to grow as more and more trade took place. Tell students that the colonies wanted to produce more and more goods and get the highest profit possible, just like all of the other regions participating in Triangular Trade.

14. Remind the students that the colonies also needed cheap labor to work on plantations. Ask students, "In which colonial region do you think slaves played a role in producing goods?" Discuss with students that slaves mainly worked in the South on cotton, rice, and tobacco plantations, and point out the region on the map.

Imports and Exports Activity:

15. Have an Import and Export chart (as seen after the lesson) already created on the board. Instruct students that pictures of different goods will be set out around the room. The students have to work together to complete the chart in filling out which goods go to which regions. The different regions are the British Colonies (including the West Indies), England, and Africa. Tell students that slaves are included in the goods that they will find, because that is how they were treated at the time.

16. Give the students a few moments to review Triangular Trade route maps while spreading out the pictures of goods. (All of these pictures can be found at the end of the lesson).

17. Take away the Triangular Trade map, and have students start collecting items and figuring out where they go on the chart. Students will tape pictures to the whiteboard in the categories they believe they belong.

18. Monitor students and take notes on conversations and thinking process. When students believe they have the right answers, check the board. If students are right, congratulate them. If students are wrong have them look it over. If students can't get the right answer, lead them in the right direction, by asking specific questions. Such as, "Did the colonies really need fish, or did they already have them?"

19. Show students the Triangular Trade map to review all of the correct answers and discuss any problems students had in figuring out the right ones. Refer back to trading activities from Day One to remind students

which items were imported and exported from which regions.

Closure:

20. Have the students answer the following questions through a short written paragraph response: What made Triangular Trade important to the colonies and regions that participated in the trade? What were the negative impacts of this trading cycle?

Resources/Materials Websites: Chart Ideas, and South Carolina primary source- http://tah4all.org/lesson_plans/lp_pdf/gr_5.4_triangle_10_09.pdf Profits from the Slave Trade Resource- http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHTriangularTrade.pdf Slave Advertisement- http://www.nps.gov/nr/travel/amistad/slavetrade.htm Map-http://www.petervronsky.org/HST501/HST501/slavetrademap.htmImages for Import and Export Activity: http://www.dreamstime.com/stock-photo-sugar-bag-image1453100http://lemarceldogbakery.com/about_ingredients.phphttp://www.chestnutchateau.com/menu/barlounge/http://www.etftrends.com/2011/12/gold-etfs-boosted-by-fresh-currency-debasement-fears/http://www.sjsapush.com/ch13.phphttp://www.arthursclipart.org/clothing/modern/modern.htmhttp://www.shutterstock.com/pic-64064101/stock-vector-silver-gravy-boat-retro-clipart-illustration.htmlhttp://etc.usf.edu/clipart/69500/69550/69550_springfield.htmhttp://www.easyvectors.com/browse/other/metal-block-icons-clip-arthttp://virgo-trading-inc.blogspot.com/2011/04/new-croup-wheat-golden-punjab.html

Books: Colonial Map and Information from: Teacher's Edition of the Scott Foresman Florida Social Studies 5th grade textbook Volume 1

Materials: - Pre-Assessment worksheet: "Triangular Trade Sentence Construction" - Overhead/Doc Camera- Triangular Trade Routes Map- "Profits From The Slave Trade" document - South Carolina document - Newspaper Advertisement for the Sale of Slaves- Map of the Industries of the 13 Colonies- Whiteboard/Chalkboard and utensils- Various pictures of import and export items

AssessmentPre-Assessment: Have students fill out the "Triangular Trade Sentence Construction" worksheet to the best of their ability. Take note on what students can remember from previous lessons and address any big gaps during the lesson. Review what students remember by asking what kind of conditions the slaves had to travel through (examples: horrible stench of the ship, lack of food, close conditions, etc.)

Post-Assessment: Take note on students getting involved in answering questions for participation grades. Monitor student participation and involvement in the import/export activity. Students will be scored for participation in this activity (check or minus). Collect students written responses on the importance and negative impacts of Triangular Trade. Students will be scored for a total of 3 points for this question. (3 points = Thorough effort with a clear understanding of importance and negative impacts, 2 points = Moderate effort and/or a lack of understanding of the importance or negative impacts of Triangular Trade, 1 point = Clear lack of effort with little understanding of the importance and impact of Triangular Trade, 0 points = No answer).

ExceptionalitiesESOL/SLD: The Triangular Trade map and enhances student understanding of trade routes in all regions involved in the Trans-Atlantic Slave Trade. Students can also benefit from the many primary source documents and pictures within this lesson. The hands on import and export activity allows students to get involved in the lesson and keeps them engaged. These students will also receive group support when participating in this activity to boost their confidence levels.

Gifted/Talented: Gifted students will automatically form a leadership role during the import and export activity. Gifted students could choose a particular import or export in any of the Triangular Trade routes and do some research on what made that good extremely useful to others.

Discussion NotesExtensions: A possible homework assignment involves students picking a region in the colonies to investigate more about the economic growth of that particular region. Students can research whether or not slaves were involved in the growing economy of that region.

Other additions to this lesson include having real artifacts of some of the imported and exported goods when available. For example a bag of sugar could really be used, as well as wheat for grains.

Name: __________________________________

Triangular Trade Sentence Construction

Fill in the blanks as best as you can. Each column should make a complete sentence. Also jot down any questions you might have after reading each sentence.

Who (subject) Action words (verbs, verb phrases)

Who, What, WhereObject

What questions do you have?

Trading ships carried goods from _____________and raw materials from ______________________.

The ships also carried people who were captured from_________________ to become slaves.

These people (____________)

were sold as enslaved workers in the English and West Indies Colonies.

During this time, ___________ of enslaved _______________

were forced to travel across the _______________________ from ____________ to the West Indies and English colonies.

This long ocean journey

was called _____________________________________________.

Newspaper Advertisement for the Sale of Slaves

Import and Export Chart Example to Create on White Board

Imports ExportsBritish colonies (including the West Indies)

England

Africa

Pictures of Imports and Exports