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The Triangular Route Senior Grade level

Days: 1-3 Lesson Plan:
By: Aaron Ferris
The Industrial Revolution: The topic of this lesson plan will focus on the global nature of
production of cotton during the Industrial Revolution, specifically the 19th century. This topic and
time period will correlate with the unit plan since it concerns industrial items and trade routes of
the Industrial Revolution. By focusing on the production of cotton, students will be able to
understand the varying relationship of regions around the world. Without knowledge and an indepth analysis of the Triangular Trade route, students will have great difficulty understanding the
world connection of the Industrial Revolution.
ENDURING UNDERSTANDING
1. Student will understand that Industrial Revolution was a global force that both united and
divided a wide variety of diverse peoples, cultures, ethnicities, ideas, and economies.
2. Students will understand the role geography had in regards to the Industrial Revolution
and Triangular trade route while using North America, Great Britain, and Africa as
examples.
ESSENTIAL QUESTIONS
1. What role did geography play within North America, Great Britain, and Africa in the
propagation of cotton in regards to the Triangular Trade route?
CONTENT OBJECTIVES
Students Will Understand:
1. The global nature of production during the Industrial Revolution by following the
production and distribution of cotton throughout its life cycle.
2. The people and products (specifically cotton) that were used with the triangular trade
routes between Europe, Africa, and North America.
3. The role geography played in the propagation and rise of the cotton in Great Britain,
Africa, and North America.
4. That Britains capital development from colonial system and inequalities in trade

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SKILL OBJECTIVES
Students Will Be Able To:
1. Identify geographic locations and features on a world map including Africa, Great
Britain, and North America.
2. Draw the cotton stages of production on a world map and describe the social and cultural
impacts the cotton trade had on Africa, Great Britain, and North America.
COMMON CORE CCR STANDARDS
9-10.RH.3. Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
Students will participate in assignments that will require them to determine whether
earlier events caused later ones or simply preceded them. In regards to the lesson content, The
Industrial Revolution and the Triangular Trade Route will be items used to suffice this CCR
Standard. Students will analyze and discuss whether these two events contingently corresponded
with one another. The actual process of Cotton production (ex. Factories in Great Britain, Slaves
on the African Coasts, and Sothern Cotton Plantations) will be used in the same manner to check
if the stages of production were contingent on one another.
ARIZONA STANDARDS
1. Strand 2: World History;
a. Concept 7: PO 1. Analyze aspects of industrialization that transformed the
American economy beginning in the late 19th century.
2. Strand 4: Geography
a. Concept 1: The World in Spatial Terms: PO 1. Construct maps using appropriate
elements (i.e., date, orientation, grid, scale, title, author, index, legend, and
situation).
b. Concept 2: Places and Regions; PO 5. Examine how the geographic
characteristics of a place affect the economics and culture
This lesson will participate in material that analyzes aspects of industrialization that
transformed the American economy, the construction of maps, and discusses the relation between
geography and human culture.
NCSS THEME/S
1.7: PRODUCTION, DISTRIBUTION, AND CONSUMPTION

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In exploring this theme, students confront such questions as: What factors influence
decision-making on issues of the production, distribution and consumption of goods? Does
interdependence brought on by globalization impact local economies and social systems?
This lesson will delve directly into the NCSS them of production, distribution, and
consumption. The triangular trade route allows the class to see firsthand to see examples of
production, distribution, and consumption in regards to the cotton trade
Background Information
As an instructor I will need to have an in depth understanding concerning The Industrial
Revolution as well as the Triangular Trade Route. Knowledge concerning the global nature of
cotton production will also be necessary. Specifically I will need to understand the following
concepts:
1. The differing roles of North America, Great Britain, and Africa had in regards to
cotton production.
2. The role geography played in the spread and propagation of cotton
3. The social and cultural groups affected by the Triangular Trade Route.
ASSESSMENTS:
Pre-Assessment: At the start of the lesson, I will ask the class as a whole what they know about
the Industrial Revolution and the Triangular Trade Route. I will observe the class responses as
my Pre-Assessment.
Formative Assessment: For the formative assessment, students will be asked to identify some
geographic areas including the areas of Great Britain, West Africa, and Southern America. The
problems will include:
1. Name three of the ten southern states that participated in the production of cotton.
2. Name one of the six regions where Africans were taken and sent to work on cotton
plantations in the Southern States.
3. Name a Mountain Range that provided several waterways that powered the Cotton
factories of Great Britain.
4. Now place these Geographic areas along with the Triangular Trade Route within the map
Outline located on the back of the fill-in the blank assignment.
Summative Assessment: Students will have completed following the summative assessment.
The summative assessment will the following questions:
1) What role did geography play within North America, Great Britain, and West Africa in
the production of cotton in regards to the Triangular Trade route? Give an example for all
three locations.
2) How did the regions of West Africa, Great Britain, and North America participate in the
Triangular trade route? What role did each country play in the production of cotton?

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Students will be required to give a 2-3 sentence answer that must abide by correct
grammatical principles. These questions will be presented via PowerPoint and the classroom
projector. Answers will be due by the end of the class.
INSTRUCTIONAL MATERIALS:
The instructional materials that are needed include a projector, computer, and map
handouts. The projector and computer will be used to run PowerPoint slides and Prezi
presentation concerning the Triangular Trade Route. The handout will contain a map outline of
America, Great Britain, and Africa. On the other side of the map outline will be a fill-in the blank
worksheet that will correspond with the Prezi presentation. The purpose of this section will be to
keep the class on track and paying attention during the lesson presentation. There will be a total
of 11 worksheets (or the number of students present) printed out.
USE OF TECHNOLOGY:
Technology will be used throughout the majority of the lesson. The lessons content will be
presented through PowerPoint slides, a Prezi Presentation, and YouTube videos. All of these will
all be presented via the classroom projector and computer. Through the proper use of technology,
I hope that the lessons content will be presented in a culturally relevant manner to the class. This
will hopefully produce an optimal learning environment that encourages inclusiveness.
1. Self-created PowerPoint Presentation
2. Self-created Prezi Presentation about the Triangular Trade Route: http://prezi.com/d_kdxmectoh/?utm_campaign=share&utm_medium=copy
3. YouTube video that summarizes the Triangular Trade Route:
https://www.youtube.com/watch?v=alMd9bvMTRY
USE OF INQUIRY:
Students will be presented with complex historical events and shown their
interconnectedness. They will then look to discover how contingency played a role between the
Industrial Revolution and the circulation of the Triangular Trade Route. This exercise will allow
students to further understand historical events and how they correspond with each other.
ACCOMMODATIONS:
Students will have the lesson expressed with a voice, with words, and with sight. Any
other students that need extra help will be provided with such assistance as the need arises. If a
student with any kind of extreme external or internal difficulties become apparent, these
situations will be dealt with at a case to case basis.
VOCABULARY:
The following are the lessons Vocabulary words: Triangular trade route, Pennines, Textiles,

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Cotton, Cotton Plantations, Waterways, Rum, and Slaves.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
Activity: Students will participate in the Prezi Presentation while taking notes. They will then be
tasked to complete the following
1) Fill-in the Blank Prezi Worksheet.
2) Geography questions.
3) Place geographic locations and features on a blank map.
4) Answer two questions using the Historical Inquiry skill of Contingency
in 2-3 sentences.
STEP BY STEP SEQUENCE OF DAILY PLAN LESSON OUTLINE AND
DESCRIPTION OF STRATEGIES:
Time

Activity

Students Learning
Tasks

Teachers Learning
Tasks

minutes

Warm Up Work:
Students will discuss
what they know and
do not know
concerning the
Triangular Trade
Route and the
Industrial Revolution.
Opening Activity:
The class will be
presented with the
Prezi Presentation on
the Triangular Trade
Route. While the
presentation is going
on, students will be
required to complete
a fill-in the blank
assignment that
correlates with the
Prezi Presentation
Main Activity: The
class will be asked to
answer a few
questions in regards
to the recently
watched Prezi. These

The class will discuss

their understanding
concerning the
Triangular Trade
Route and the
Industrial Revolution

I will lead the

discussion figure out
how much the class
knows about the
Triangular Trade
Route and the
Industrial Revolution.

The students will

observe the Prezi
Presentation and
complete the fill-in
the blank Prezi
worksheet.

I will present the

Prezi to the class and
lead them in the
completion of the
Prezi worksheet.

Students will first

answer three
questions in regards
to the Prezi
assignment. Second,
they will fill out a

I will lead the class in

the reading of the
PowerPoint questions
concerning
geography. I will then
assist students in

minutes

minutes

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questions will be
presented via
PowerPoint.

minutes

Wrap up Activity:
Finally students will
be tasked to answer
two short answer
questions about the
lesson content. These
questions will be
shown via
PowerPoint and the
class projector.

blank map (on the

back of the Prezi
Worksheet). They
will then place
certain geographic
locations and features
on the map.
Students will respond
on paper to the final
two questions of the
lesson.

regards to assignment
based questions.

I will present the

class with the final
two PowerPoint
questions and assist
them with any
questions that they
have. I will conclude
by collecting all work
that was completed
during the lesson..

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Bibliography
"Africans before Captivity." Learnnc. Accessed April 19, 2015.
http://www.learnnc.org/lp/editions/nchist-colonial/1972.
Andrews, Thomas, and Flannery Burke. "What Does It Mean to Think Historically?" American
Historical Association. January 1, 2007. Accessed April 19, 2015.
https://www.historians.org/publications-and-directories/perspectives-on-history/january2007/what-does-it-mean-to-think-historically.
"Aspects of the Industrial Revolution in Britain." Industrial Revolution in Britain. Web. 22 Mar.
2015. <http://www1.umassd.edu/ir/welcome.cfm>.
"Industrial Revolution - HowStuffWorks." HowStuffWorks. Web. 22 Mar. 2015.
<http://history.howstuffworks.com/european-history/industrial-revolution.htm>.
Stearns, Peter N. The Industrial Revolution in World History. Boulder: Westview, 1993.
"Teachers First - Thinking Teachers Teaching Thinkers." Inventors of the Industrial Revolution.
Web. 22 Mar. 2015. <http://www.teachersfirst.com/lessons/inventor2/lesnideas.cfm>.
"The Clothing and Textile Revolution." OoShirts.com. Accessed April 19, 2015.
http://www.ooshirts.com/guides/The-Clothing-and-Textile-Revolution.html.
The Slave Trade Triangular Slave Routes. 21st Century Education, 2014.
"Trade Goods for the Slave Trade." PortCities Bristol. Accessed April 19, 2015.
http://discoveringbristol.org.uk/slavery/routes/bristol-to-africa/trade-goods/slave-tradegoods/.
Web. 22 Mar. 2015. <http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan-Industrial_Revolution.pdf>.

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The Triangular Trade Route Handout

GREAT BRITIAN:
The ________Mountain Range provided factories with numerous
reservoirs and _________.
The power of these _________were harnessed and used to fuel factories
that produced cotton clothing.
Decades later, coal would provide this power.
The Industrial Revolution brought several inventions that changed the
way ______was manufactured and propagated. These inventions
included the Rolling Spinning Machine, Cotton Gin, Spinning Jenny,
etc.
Cotton soon accounted for 25% of the countrys export. Cotton
________also became popular items among Britain social scene.
AFRICA:
Items such as copper, ________, ___, cloth, trinkets, slave beads, guns
and ammunition were bartered with Africans in exchange for______.
African Regions on the ______were more likely to be participant in the
Slave Trade.
The regions of Senegambia, Sierra Leone, Gold Coast, Benin, Old
Calabar, and ___________________ were areas where slaves were
constantly bartered in exchange for Manufactured Goods.
SOUTHERN STATES:
Due to their ____________, the Southern United States of America
became a prime location for cotton plantations.
The Southern States of_____, Arkansas, ________, Mississippi,
Alabama, Tennessee, Florida, _______, South Carolina, and North
Carolina soon became very dependent on cotton production.

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GREAT BRITIAN:
The ________Mountain Range provided factories with numerous reservoirs and _________.
The power of these _________were harnessed and used to fuel factories that produced cotton
clothing.
Decades later, coal would provide this power.
The Industrial Revolution brought several inventions that changed the way ______was
manufactured and propagated. These inventions included the Rolling Spinning Machine, Cotton
Gin, Spinning Jenny, etc.
Cotton soon accounted for 25% of the countrys export. Cotton ________also became popular
items among Britain social scene.
AFRICA:
Items such as copper, ________, ___, cloth, trinkets, slave beads, guns and ammunition were
bartered with Africans in exchange for______.
African Regions on the ______were more likely to be participant in the Slave Trade.
The regions of Senegambia, Sierra Leone, Gold Coast, Benin, Old Calabar, and
___________________ were areas where slaves were constantly bartered in exchange for
Manufactured Goods.
SOUTHERN STATES:
Due to their ____________, the Southern United States of America became a prime location for
cotton plantations.
The Southern States of_____, Arkansas, ________, Mississippi, Alabama, Tennessee, Florida,
_______, South Carolina, and North Carolina soon became very dependent on cotton production.
Pennines
Waterways
Textiles
Rum
Slaves
Coast
West Central Africa
Texas
Louisiana
Georgia