Mercantilism
Through the Triangular Trade
Overview
In this lesson, students look at mercantilism through
the triangular trade of the 18th century. The concept
of mercantilism is then brought to the present day with
the use of McDonald’s as an analogy.
Outcome
The students will understand the concept of mercantilism
and learn key vocabulary words.
Standards Addressed
Grade 8
Social Studies — Economics, Benchmark B
02. Discuss how mercantilism and the establishment
of colonies led to increased global trading during
the 17th and 18th centuries.
Social
Studies — History, Benchmark D
02. Describe the political, religious and economic
aspects of North American colonization including:
Reasons for colonization, including religion, desire
for land and economic opportunity.
Materials
Procedure
-
Distribute the handout Mercantilism Through the
Triangular Trade to the class.
-
As a class, discuss and define the four words
at the top of the handout: import, export, goods
and market.
-
Divide the students into pairs or groups of three.
Have one person in the group read the story from
the handout aloud.
-
As a group, students can fill in the chart showing
triangular trade and answer the questions.
-
Gather students back together and go over the
answers.
-
Ask if anyone knows what a franchise is. Discuss
the concept of franchising.
-
Have the students go back into their group and
do the second part of the worksheet, which looks
at colonial mercantilism by comparing it to McDonald’s.
-
Have students write the answers to questions 4-7.
Evaluation
Use this rubric to evaluate answers to questions 4-7.
(View the Mercantilism
Through the Triangular Trade answer key.)
Category |
20-16 |
15-10 |
9-5 |
4-0 |
| Accuracy of Facts (Content) |
All supportive facts are reported accurately.
|
Almost all supportive facts are reported accurately.
|
Most supportive facts are reported accurately.
|
No facts are reported, or most are inaccurately
reported. |
| Conclusion (Organization) |
The answers are strong and leave the reader with
a feeling that they understand what the writer is
“getting at.” |
The conclusion is recognizable and ties up almost
all the loose ends. |
The answers are recognizable, but do not tie up
several loose ends. |
There is no clear conclusion; the paper just ends.
|
| Grammar and Spelling (Conventions) |
The writer makes no errors in grammar or spelling
that distract the reader from the content. |
The writer makes one or two errors in grammar
or spelling that distract the reader from the content.
|
The writer makes three or four errors in grammar
or spelling that distract the reader from the content.
|
The writer makes more than four errors in grammar
or spelling that distract the reader from the content.
|
|
