Mercantilism: The Atlantic Dash for Cash : simplebooklet.com

Patrick Costa – Bethel High School, Hampton, VA Mercantilism: The Atlantic Dash for Cash Abstract A. This entry is for use within a 90 minute, 9-12, World History II class. It can be used as a stand-alone lesson or it can be divided-up into smaller lessons as part of each individual SOL. Students will examine content related to Mercantilism. The skills students will practice include identifying political boundaries, analyzing primary and secondary sources, and analyzing the impact of economic forces. The student outcome will be demonstrating knowledge by describing and evaluating mercantilism. B. This entry is an effective approach to teaching economic concepts because it relies on student engagement, cooperative learning, and group interaction. Economic Content and Key Concepts: A. Economic Terms: Mercantilism. B. Definitions *Mercantilism-An economic practice adopted by European colonial powers in an effort to become self-sufficient; based on the theory that the colonies existed for the benefit of the mother country. Source: Definitions come from WHII SOL 5e or from a district-approved textbook such as: Ellis, Elisabeth and Anthony Esler. Virginia World History: The Modern Era. Pearson Education. Boston, MA: 2011. C. This unit will teach and reinforce the concepts by using Blooms Taxonomy, notes, direct instruction, maps, a manipulative/hands-on activity, and primary source readings. Economic Standards and Student Learning Outcomes A. Learning outcomes: * WHII-1a: The student will improve skills in historical research and geographical analysis by identifying, analyzing, and interpreting primary and secondary source sources to make generalizations about events and life in world history. *WHII-1c: The student will improve skills in historical research and geographical analysis by identifying geographic features important to the study of world history *WHII-1d: The student will improve skills in historical research and geographical analysis by identifying and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. *WHII-1e: The student will improve skills in historical research and geographical analysis by analyzing trends in human migration and cultural interaction.

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*WHII-1f: The student will improve skills in historical research and geographical analysis by analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events from 1500 A.D. (C.E.) *WHII-5e: The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by describing the growth of European nations, including the Commercial Revolution and mercantilism. B. Teaching Strategy and activity standard alignment *WHII-1a: The student will read excerpts from Nine Principle Rules of National Economy. *WHII-1c: The student will create and label features on a map relevant to mercantilism. *WHII-1d: The student will create and label features on a map relevant to mercantilism. *WHII-1e The student will create and label features on a map relevant to mercantilism. *WHII-1f: The student will define key terms. *WHII-5e: The student will participate in a mercantilism learning activity. Instructional Process: WHII-5e: Mercantilism Lesson 1. A. Materials list: String or yarn, notecards, paperclips, a sign that reads “Colonies” and a sign that reads “Mother Country” B. Material Assembly: Cut a piece a string at least 14 feet, and then tie the ends together. Make enough string so each group has one. Write “Gold” on a card, write “Resources” on a different card and, write, “Finished Goods” on a different card. Make sure each group has 15 of each. Make sure each group has at least 30 paperclips (add more if needed). C. Materials note: For ease of passing out, collecting-up, and re-using I give the students a manila envelope with a name of a country. Inside the envelope it has everything in it. After the activity is over, I instruct the students to take the paperclips off the string and have them wrap the string around the included ruler.

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2. Time: This lesson is designed for a 90-minute class; however, this lesson plan can be used as a stand-alone activity on mercantilism or part of a larger unit on the Commercial Revolution. 3. Prior knowledge: The student will have prior knowledge of WHII-4a-f and WHII-5a-d. 4. Student will copy down notes from Power-point slide. 5. Map: The students will complete and label the Mercantilism Map that identifies geographic features, colonies (land claims), and countries. Students will answer questions based off the map. Map is to be used with: Ellis, Elisabeth and Anthony Esler. Virginia World History: The Modern Era. Pearson Education. Boston, MA: 2011. Picture shows layout of materials for classes. I use playing cards to draw groups, hence, there is no group “1”. Picture shows layout of each group’s materials and string wrapped around a ruler for easy clean-up and storage. Note: FG=Finished Goods Cards

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Source of map used: Great Hall Games, http://www.greathallgames.com/acards/mapAmerica.jpg ,accessed on 4/5/2014. 6. Mercantilism String-Relay Race: A. Instruct students they will participate in a relay-race. They will be in competition with other nations. Their goal will be to use the string to “sail” from the colonies, notecards labeled “Gold” and “Resources” to the mother country. The mother country will than un-clip the “Gold” and “Resource” cards and clip on “Finished Goods”. The mother country will than “sail” the “Finished Goods” back to the colonies. This cycle will repeat until all cards have been sailed back or after 15-20minutes. The winner is the mother country with the most “Gold” and exported “Finished Goods” cards to the colonies. B. Rules *If cards fall-off during the sailing they are considered to be sunk and you cannot pick them-up. *Each paperclip must contain one card. *Colonies cannot trade with other colonies. *No stealing is allowed (invariably a student will attempt to take the resources of a nearby colony. Debrief question #7 touches upon this issue). *Piracy: I tell my students that there is a pirate sailing the ocean. I normally act as the pirate and attempt to take any nations cards. Though, you could select a responsible student. C. When students get into groups I have them each select a role: -String Controller-Parent Country --Controls the operation of the string for the parent country. -Port Inspector-Parent Country -Responsible for clipping and unclipping cards for the parent country. -String Controller-Colony -Controls the operation of the string for the colony. -Port Inspector-Colony -Responsible for clipping and unclipping cards for colony. Role Note: If you have odd-groups, consider a deputy port inspector for either the parent country or colony who can help with the clipping and unclipping. D. Setting-up: After roles are selected, I instruct the Colonies to stand at the side of the room labeled “Colonies” and the mother countries to stand at the side of the room labeled “Mother Country.” Have the respective colonies and mother countries face each other and spread the string across the room so that each nation is connected (via) the string to their colony. Ensure that the colonies have “Gold” and “Resource” cards and that the mother country has “Finished Goods” cards. Note: Have each group do a practice run first so they understand how to move the string in unison. After a practice round begin the string relay-race.

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E. Debrief: Mercantilism Questions 1. What were some of the problems faced with getting trade across the Atlantic? 2. What did the colonies have that the parent countries wanted? 3. A. What did the parent country sell back to the colonies? B. What did it result in? 4. A. Who benefits more by this system, the Colonies or the Parent country? B. How so? 5. A. How might the colonies feel about this system? B. What might they do about it? 6. What do you think is the parent countries biggest concern? 7. How might mercantilism and cross-Atlantic trade led to war? 8. How is the Commercial Revolution related to mercantilism? Mercantilism Answers: 1. Accept any reasonable response 2. Gold and Resources 3. A. Finished Goods B. The colonies getting flooded with finished goods. The parent country gets richer 4. A. The parent country B. The parent country got all the resources and made money selling items back to the colonies 5. A. Bad B. They are losing resources and are not profiting 6. Pirates, Storms, colonies seeking independence, colonies trading with other colonies 7. Mother country could try to take over a different colony; nations might get blamed for piracy. 8. The Commercial Revolution allowed for the creation of Mercantilism so parent countries could get richer and try to out-compete their rivals. 8. Working independently: Have students complete the Nine Principal Rules of National Economy handout and/or the Mercantilism Scenarios. For Nine Principal Rules of National Economy and Mercantilism Scenarios source text see: Campbell, Melissa, Christine Colihan, Cristina Kalesse, and Amy Vitcusky. Unit Title: Mercantilism and Colonial America. University of Delaware, Historical Literacy Project. 5 March, 2009. 7. Independent Practice: Students will read the primary source document Nine Principle Rules of National Economy and complete the summery chart. Teachers may want to consider doing the first two readings as a class for guided practice and than have the students complete the rest. To involve cross-literacy and historical text skills, students might be instructed to highlight and define words that the do not know using a computer or a dictionary.

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Patrick Costa Bethel High School Hampton VA Mercantilism The Atlantic Dash for Cash Abstract A This entry is for use within a 90 minute 9 12 World History II class It can be used as a stand alone lesson or it can be divided up into smaller lessons as part of each individual SOL Students will examine content related to Mercantilism The skills students will practice include identifying political boundaries analyzing primary and secondary sources and analyzing the impact of economic forces The student outcome will be demonstrating knowledge by describing and evaluating mercantilism B This entry is an effective approach to teaching economic concepts because it relies on student engagement cooperative learning and group interaction Economic Content and Key Concepts A Economic Terms Mercantilism B Definitions Mercantilism An economic practice adopted by European colonial powers in an effort to become self sufficient based on the theory that the colonies existed for the benefit of the mother country Source Definitions come from WHII SOL 5e or from a district approved textbook such as Ellis Elisabeth and Anthony Esler Virginia World History The Modern Era Pearson Education Boston MA 2011 C This unit will teach and reinforce the concepts by using Blooms Taxonomy notes direct instruction maps a manipulative hands on activity and primary source readings Economic Standards and Student Learning Outcomes A Learning outcomes WHII 1a The student will improve skills in historical research and geographical analysis by identifying analyzing and interpreting primary and secondary source sources to make generalizations about events and life in world history WHII 1c The student will improve skills in historical research and geographical analysis by identifying geographic features important to the study of world history WHII 1d The student will improve skills in historical research and geographical analysis by identifying and compare contemporary political boundaries with the locations of civilizations empires and kingdoms WHII 1e The student will improve skills in historical research and geographical analysis by analyzing trends in human migration and cultural interaction

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WHII 1f The student will improve skills in historical research and geographical analysis by analyzing the impact of economic forces including taxation government spending trade resources and monetary systems on events from 1500 A D C E WHII 5e The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A D C E by describing the growth of European nations including the Commercial Revolution and mercantilism B Teaching Strategy and activity standard alignment WHII 1a The student will read excerpts from Nine Principle Rules of National Economy WHII 1c The student will create and label features on a map relevant to mercantilism WHII 1d The student will create and label features on a map relevant to mercantilism WHII 1e The student will create and label features on a map relevant to mercantilism WHII 1f The student will define key terms WHII 5e The student will participate in a mercantilism learning activity Instructional Process WHII 5e Mercantilism Lesson 1 A Materials list String or yarn notecards paperclips a sign that reads Colonies and a sign that reads Mother Country B Material Assembly Cut a piece a string at least 14 feet and then tie the ends together Make enough string so each group has one Write Gold on a card write Resources on a different card and write Finished Goods on a different card Make sure each group has 15 of each Make sure each group has at least 30 paperclips add more if needed C Materials note For ease of passing out collecting up and re using I give the students a manila envelope with a name of a country Inside the envelope it has everything in it After the activity is over I instruct the students to take the paperclips off the string and have them wrap the string around the included ruler

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Picture shows layout of materials for classes I use playing cards to draw groups hence there is no group 1 Picture shows layout of each group s materials and string wrapped around a ruler for easy clean up and storage Note FG Finished Goods Cards 2 Time This lesson is designed for a 90 minute class however this lesson plan can be used as a stand alone activity on mercantilism or part of a larger unit on the Commercial Revolution 3 Prior knowledge The student will have prior knowledge of WHII 4a f and WHII5a d 4 Student will copy down notes from Power point slide 5 Map The students will complete and label the Mercantilism Map that identifies geographic features colonies land claims and countries Students will answer questions based off the map Map is to be used with Ellis Elisabeth and Anthony Esler Virginia World History The Modern Era Pearson Education Boston MA 2011

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Source of map used Great Hall Games http www greathallgames com acards mapAmerica jpg accessed on 4 5 2014 6 Mercantilism String Relay Race A Instruct students they will participate in a relay race They will be in competition with other nations Their goal will be to use the string to sail from the colonies notecards labeled Gold and Resources to the mother country The mother country will than un clip the Gold and Resource cards and clip on Finished Goods The mother country will than sail the Finished Goods back to the colonies This cycle will repeat until all cards have been sailed back or after 1520minutes The winner is the mother country with the most Gold and exported Finished Goods cards to the colonies B Rules If cards fall off during the sailing they are considered to be sunk and you cannot pick them up Each paperclip must contain one card Colonies cannot trade with other colonies No stealing is allowed invariably a student will attempt to take the resources of a nearby colony Debrief question 7 touches upon this issue Piracy I tell my students that there is a pirate sailing the ocean I normally act as the pirate and attempt to take any nations cards Though you could select a responsible student C When students get into groups I have them each select a role String Controller Parent Country Controls the operation of the string for the parent country Port Inspector Parent Country Responsible for clipping and unclipping cards for the parent country String Controller Colony Controls the operation of the string for the colony Port Inspector Colony Responsible for clipping and unclipping cards for colony Role Note If you have odd groups consider a deputy port inspector for either the parent country or colony who can help with the clipping and unclipping D Setting up After roles are selected I instruct the Colonies to stand at the side of the room labeled Colonies and the mother countries to stand at the side of the room labeled Mother Country Have the respective colonies and mother countries face each other and spread the string across the room so that each nation is connected via the string to their colony Ensure that the colonies have Gold and Resource cards and that the mother country has Finished Goods cards Note Have each group do a practice run first so they understand how to move the string in unison After a practice round begin the string relay race

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E Debrief Mercantilism Questions 1 What were some of the problems faced with getting trade across the Atlantic 2 What did the colonies have that the parent countries wanted 3 A What did the parent country sell back to the colonies B What did it result in 4 A Who benefits more by this system the Colonies or the Parent country B How so 5 A How might the colonies feel about this system B What might they do about it 6 What do you think is the parent countries biggest concern 7 How might mercantilism and cross Atlantic trade led to war 8 How is the Commercial Revolution related to mercantilism Mercantilism Answers 1 Accept any reasonable response 2 Gold and Resources 3 A Finished Goods B The colonies getting flooded with finished goods The parent country gets richer 4 A The parent country B The parent country got all the resources and made money selling items back to the colonies 5 A Bad B They are losing resources and are not profiting 6 Pirates Storms colonies seeking independence colonies trading with other colonies 7 Mother country could try to take over a different colony nations might get blamed for piracy 8 The Commercial Revolution allowed for the creation of Mercantilism so parent countries could get richer and try to out compete their rivals 8 Working independently Have students complete the Nine Principal Rules of National Economy handout and or the Mercantilism Scenarios For Nine Principal Rules of National Economy and Mercantilism Scenarios source text see Campbell Melissa Christine Colihan Cristina Kalesse and Amy Vitcusky Unit Title Mercantilism and Colonial America University of Delaware Historical Literacy Project 5 March 2009 7 Independent Practice Students will read the primary source document Nine Principle Rules of National Economy and complete the summery chart Teachers may want to consider doing the first two readings as a class for guided practice and than have the students complete the rest To involve cross literacy and historical text skills students might be instructed to highlight and define words that the do not know using a computer or a dictionary

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8 Independent Practice Students will apply what they know about mercantilism and complete Mercantilism Scenarios Teachers may want to consider doing the first two scenarios as guided practice To involve cross literacy and historical text skills students might be instructed to highlight and define words that the do not know using a computer or a dictionary 9 Homework Assign a relevant chapter in the textbook to read or instruct students to finish independent work at home WHII 5e Evidence of Student Learning During the 2013 2014 academic year 130 mixed ability students on the first 9 weeks Benchmark Test had a 75 8 pass rate for questions related to WHII 5e Global Trade and Mercantilism

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8. Independent Practice: Students will apply what they know about mercantilism and complete Mercantilism Scenarios. Teachers may want to consider doing the first two scenarios as guided practice. To involve cross-literacy and historical text skills, students might be instructed to highlight and define words that the do not know using a computer or a dictionary. 9. Homework: Assign a relevant chapter in the textbook to read or instruct students to finish independent work at home. WHII-5e Evidence of Student Learning During the 2013-2014 academic year, 130 mixed-ability students on the first 9 weeks Benchmark Test had a 75.8% pass-rate for questions related to WHII 5e: Global Trade and Mercantilism.

Mercantilism: The Atlantic Dash for Cash

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