Lesson+7

Lesson 7- Slavery and Triangular Trade

** LESSON PLAN GRADE FIVE ** **__ Lesson Seven __** How did the culture of each colonial region develop? 2.B.1.b - Students will be able to describe how cultures changed as a result of Native America, African, and European interactions. 2.B.2.a – Students will be able to analyze how the influx of immigrants let to the economic growth and cultural diversity. 3.C.1.b – Students will be able to analyze the consequences of migration between the colonies and immigration to the colonies, such as Europeans and Africans immigrating to the east coast of the United States. 3.C.1.c- Students will be able to explain the importance of shipping and trading to the economic development of the colonies, such as Triangular Trade. 4.A.4.b – Students will be able to explain specialization and interdependence using the triangular trade route s . Draw conclusions and inferences and make generalizations and predictions from the text. Identify relationships between and among ideas. || 6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information. 6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 4A.1.a Use communication tools (such as e-mail, discussion boards, online conferences, Learning Management Systems, portfolios) to gather information, share ideas, and respond to questions || 3.5.E.1 – Describe why people enter into contracts. 3.5.E.2 **–** Differentiate between written and verbal contracts. || __History Alive__ Teacher’s Guide 119 __History Alive__ Textbook 77-85 BCR Map Reading Information (Triangular Trade) [] Lesson Power Point (Technology Option) Math Integration Slave Ship Diagram Watch [|Angela’s video]. 1. Follow the __History Alive__ lesson 8 (Hook is the preview on page 120 in __History Alive__) 2. When the students have finished this lesson hand out the reading page and map of the triangular trade. 3. You can use the map on the computer to show the trade route virtually) [] 4. Explain that this lesson describes the slaves’ journey over to the New World and their lives once here. 5. After the students complete the BCR discuss the difference between a slave (discussed in this chapter) and an indentured servant (discussed in chapter 7). Indentured Servant – an individual who agrees to work for a period of time in exchange for free passage from Europe. Slave - people owned by and forced to work by another person. 6. In this discussion explain to the students that indentured servants entered it a contract. The contract stated if they did their work they could be free. 7. There are two types of contracts: Verbal and Written. Ask the students if they know the difference. 8. After a few students share, explain that a verbal contract is one that is spoken, whereas written is a contract that is written out and signed. __ Activity A- __ Students will use a ship’s bill to find out how much of a profit a slave ship brought in. An extension would be to convert the pounds to dollars. Activity B- Students will use a trade route table to convert miles to nautical miles. An extension would be to convert the miles to kilometers and nautical miles. Place the diagram of the slave ship on your website or class blog along with the following question: Study the diagram of the slave ship. Now that you have learned about the journey to the New World from the colonist and slave perspective, compare or contrast one aspect of their journey. ||
 * **UNIT : Colonial America** ||
 * **LESSON 7: Slavery & Triangular Trade** ||
 * **TIME FRAME: 3 Class Periods** ||
 * **BACKGROUND INFORMATION FOR TEACHERS** ||
 * **STAGE 1 – DESIRED RESULTS** ||
 * **TOPICAL UNDERSTANDING:** European settlers, Native Americans, and Africans influenced each other’s cultures. ||
 * **ESSENTIAL QUESTION:**
 * OBJECTIVE**:
 * POWER STANDARD**:
 * **SKILLS AND PROCESSES:**
 * CCSS: **
 * MTLSS: **
 * **CONNECT:** Text Features ||
 * **FINANCIAL LITERACY STANDARD:**
 * **STAGE 2 – ASSESSMENT EVIDENCE** ||
 * **ASSESSMENT EVIDENCE:** BCR ||
 * **STAGE 3 – LEARNING PLAN** ||
 * **MATERIALS:**
 * VOCABULARY:**
 * Slave** – a person who is owned by and forced to work for another person
 * Plantation** – a large farm
 * Triangular trade** – triangular shape trade route from the English colonies, the West Indies, Africa, andEurope
 * Contract** – Legally enforceable written or oral agreement between two or more parties to do or not to do something.
 * HOOK/MOTIVATOR:**
 * PROCEDURE:**
 * Technology Option – Lesson Power Point (power point will take you through the lesson, reading, and activities)**
 * Math Integration: **
 * Distance Learning Connection: **