Name: Anna Barr Lesson Topic: Changing Imperial Economies Commented [AB1]: Note:

This lesson does not have a lot

of comments or track changes because it was the only
Content Area: Adv World 2 th
Grade Level(s): 10 Grade one of this unit that I never formally wrote up – I
generated this lesson write up from scratch. So there’s
nothing to point out that I changed, but I did try to add
some commentary on the side about where there is
differentiation here.
Lesson Content
Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson

WH4: The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion
into the Americas, Africa, and Asia by
d) analyzing how competition for colonies changed the economic system of Europe

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…

U1: A person’s perspective is shaped by their context and biases.

K9: European maritime nations competed for overseas markets, colonies, and resources.

K10:Mercantilism was a new economic practice that argued colonies had to exist solely for the benefit of the mother
country in order to become economically self-sufficient.

K11: The Commercial Revolution occurred throughout this time period and created new systems of money, banking, and
trade in order to make new colonies viable.

D1: Apply contextual details to understand a historical event.

Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below. Think Diagnostic, Formative, and Summative!

Diagnostic: The first part of their note’s sheet is a warm up question that prompts them to consider whether Europe got
richer or poorer for their colonization experiments. This is to prime their thinking about the day’s topic and to review
content from the Columbian Exchange day.

Formative: As we go through the lesson, I will watch students fill out their notes, answer their questions, and monitor
while they work on their scenarios. That’s going to be independent work, so I can read over student’s shoulders, check in
specifically with students who have struggled with this kind of work in the past, and listen for conversations between Commented [AB2]: Since we’re at the end of the unit,
students about this kind of thing. we’re still going at the same skills (understanding
people’s perspective based on context) but now we will
Summative: Students will turn in their scenarios worksheet for me to review. I can try to give feedback on it or show be doing it independently (You-Do). I can still keep a
special eye out for students who have been the further
good examples before the final summative assessment the next day.
from the learning goal here to support them individually.
By this point, there shouldn’t be too many students who
Procedures/Steps in the Lesson: -- Bullet Points or Numbered List need serious, one-on-one help.

Step One: Warm Up and Review

Students will pick up the notes sheet and work on the top box independently. Slides will already be projecting as
they come in and will tell them as much.
After a few minutes to complete that first question independently, I will put on the board some anonymous
responses to the exit ticket from the Columbian exchange day. I want students to have a chance to see Commented [AB3]: This is a great way to allow students
examples of other student’s work and critique it. This is critical especially because it’s basically the exact same at all levels to be reflective, to engage with old material as
task as what they are doing for their final summative, and so we will spend some time going over an old a review, and improve their own skills by looking at
formative assessment. examples. It also reinforces the critical growth mindset
aspect of a differentiated classroom – that all work is a
starting point for growth, not a marker of failure or
Step Two: Presentation of Content success.
 The slides go along with the notes sheet and this class’ presentation of content is basically lecture style. I will still
try to ask challenging, open ended questions as we talk to ensure that students get a chance to use their voices
and reflect on the content.

Step Three: Scenarios Work

Students will work independently on the following scenarios worksheet. These are historical events and
students have to apply the information from the lecture to understand these events – they are using the context
of the changing economy to see how people’s lives are changing in this time. This will be independent work for
me to monitor, as described above, and either turned in when done or finished as homework.

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – What do you need to make
sure you’re prepared?

• Slides
• Notes sheets for the class
• Scenarios worksheets for the class
 Changing Imperial Economies
Directions: As the First Globalization changed the world, people saw those changes affect their
lives in different ways. It depended on their context. Use your notes about the economic Commented [AB4]: These are all examples of U1
effects of exploration and colonization to respond to the following questions. Think – how does
a person’s context affect their reaction to a historical event? Commented [AB5]: A critical question for the whole unit,
rewritten from the original worksheet to better fit the
purpose of the unit.
1. You are a lower class Spanish farmer. Last week, when you went to the market, a
loaf of bread cost 1.50 pesos. This week, it costs 3.00 pesos. What is going on in
the economy that made the price go up?

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2. You are a French fur trapper in Newfoundland. Your profits are declining rapidly as
more and more British and Russian fur trappers are entering the market with pelts
from their own colonies. Do you favor French mercantilist policy? Why or why not?

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3. You are a slave who works the Cuban tobacco plantations. You labor in the fields,
but as a slave, you have no rights, and are exploited by the Spanish tobacco
plantation owner. The product you take from the fields is shipped to Spain. What is
your role in Spanish mercantilist policy?

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4. You are a rich Dutch noble. You want in on the trade in Indonesia, but you know
that a string of ships that set sail a few months ago were wrecked by bad weather.
Who do you turn to reduce the risk, and what will you form to do it?

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5. You are a captain who illegally sells rum (smuggles) from the Caribbean to colonies
in the north and to Europe. You have no allegiance to Spain, England or any other
nation. Your profits are huge based on the significant demand for your product.
There is a significant risk in your profession, as if caught, you will be imprisoned.
How has mercantilism affected you?

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6. You are a poor English serf. When your mother was young, four out of her seven
siblings died due to disease and starvation. Three of your own seven siblings died
of disease and starvation. But of your own seven children, none have died so far,
probably because you have been able to feed them better. You wouldn’t know it,
but this is part of a larger population trend in Europe. What accounts for this?

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