Introduction
• Triangular trade
o WHII.1: The student will improve skills in historical research and geographical
analysis by
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural
landscapes of the world and to interpret the past since 1500 A.D. (C.E.);
e) analyzing trends in human migration and cultural interaction from 1500 A.D.
spending, trade, resources, and monetary systems, on events from 1500 A.D.
(C.E.).
o WHII.4: The student will demonstrate knowledge of the impact of the European
Age of Discovery and expansion into the Americas, Africa, and Asia by
Cognitive Objectives
Students will:
• research specific locations involved in the triangular trade in order to understand the trade
• share their research with group members in order to develop a potential trade route
• collaborate to create a visual representation of the triangular trade using Google Earth in
order to understand the route and interrelationships between the locations involved in the
trade.
Materials/Technology:
• commodity cards
Advanced Preparation:
• Plan sample points and pictures to use while instructing the students on how to use
Google Earth.
• Introduction/Anticipatory Set
o Teacher will display Google Earth using the digital projector. The focus of the
frame will be the Atlantic Ocean with Europe, Africa, the Caribbean, and
America visual.
o Teacher will ask the students what they know about the triangular trade route to
check for prior knowledge. (Topic should have been introduced in U.S. History
I.)
! Teacher will ask questions to see if the students know what goods were
mentioned.
o Teacher will explain that today’s lesson and activity will involve learning about
certain goods exchanged in the triangular trade and some of the specific locations
• Lesson Development
o Teacher will give a brief lecture on the triangular trade covering the following
topics: Europe, Africa, West Indies (Caribbean), American colonies, the middle
and long term effects. Teacher will explain that the triangular trade did not
always follow the same path or invovle the same countries or even continents.
o Teacher will explain that the students are going to work in groups of three to
o Teacher will demonstrate how to create points with pictures and text, draw lines,
create a tour, and add narration in Google Earth while the students practice doing
the same.
o Teacher will walk around the room and allow each student to select a commodity
! Teacher will instruct the students not to tell anyone what group they
received.
o Students will research their commodities individually and find a specific location
where the commodity was made/traded. Each student will research the location
he/she selected and that location’s involvement in the triangular trade route
colonies exported rice,” then he/she might find Charleston, SC, was a major rice
producer in colonial America and then research Charleston and rice exports in
more depth.
! The specific location can be a small country like those in the Caribbean,
but the student must obtain approval from the teacher prior to using a
cannot use England, because they can use Liverpool, Bristol, London, etc.
! Teacher will walk around the room and assist the students with finding
! Teacher will advise the students not to concentrate on specific people and
their contributions but more on the larger activities over the centuries of
! If the student receives Africa exporting slaves, then he/she must research a
o After each student has found a location and conducted some research, the students
will find the other two members of their group based on the numbers on their
commodity cards.
GOOGLE EARTH LESSON PLAN 5
! Students will discuss their research with their groups and how their
! Students will decide on the triangular path for their group with a
o Each group will create one Google Earth tour with the three researched locations
! Each stopping point must contain at least two pictures and a brief
assigned commodity.
! Students will work together in their groups to write a script of their tour.
The script should contain similar information to the text at each point but
in more detail.
! Students will record their scripts and tours, and each group will email one
! Teacher will walk around the classroom to keep the students on task,
answer questions, and make sure the students are including correct
• Closure
GOOGLE EARTH LESSON PLAN 6
o At the end of the first class block, the teacher will tell the students to complete
any additional research for homework so they can work on creating their Google
o As groups complete their tours at the end of the second class block, the groups
will share their tours with the other groups. Students will have a chance to learn
about other potential triangular trade routes in order to reinforce their learning.
! Students can also email their files to each other for later viewing.
Homework
After the first class block, the students must complete their research as homework.
Assessment
• Formative: Teacher will ask questions during the lecture to check for understanding and
walk around the room during all steps of the group work to answer questions and make
• Summative: The triangular trade and the relationship between the locations will be on the
unit test. Each group will be graded as a whole on their tour based on the following
evaluation criteria:
locations
o 5%: tour runs smoothly and matches the students’ experience level with Google
Earth
GOOGLE EARTH LESSON PLAN 7
References
The African slave trade and the middle passage. (n.d.). Retrieved from
http://www.pbs.org/wgbh/aia/part1/1narr4.html
Breaking the silence: Learning about the transatlantic slaved trade. (n.d.). Retrieved from
http://old.antislavery.org/breakingthesilence/sitemap.shtml
Davis, P. (2006, March 12). Buying and selling the human species: Newport and the slave trade.
The Providence Journal. Retrieved from http://www.projo.com/extra/2006/slavery/day1/
Davis, P. (2010, November 8). Project will preserve slave-trading fort in Sierra Leone. The
Providence Journal. Retrieved from
http://www.projo.com/news/content/BUNCE_ISLAND_PROJECT_11-08-
10_TAKL6AP_v39.328b0ac.html
West, J. M. (n.d.). Sugar and slavery: Molasses to rum to slaves. Retrieved from
http://www.slaveryinamerica.org/history/hs_es_sugar.htm
Wilson, E. S. (2010). Transatlantic trade, a symbiotic relationship. History Now, 25. Retrieved
from http://www.gilderlehrman.org/historynow/09_2010/lp3.php
Appended Materials
• Commodity cards