GAMES


 

THE TRIANGLE TRADE GAME

History/ Social Science Standard:
5.3 Students understand the political, religious, social, and economic institutions that evolved in the colonial era in terrns of: How the British colonial period created the basis for the development of political Self-government and a free market economic system, unlike Spanish and French Colonial rule. The introduction of slavery into America, the responses of slave families to their conditions the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.

Economic Principles:
5. Informed and voluntary exchange is a win/win situation for the traders. Domestic and international trade, money, foreign exchange
6. Markets work when competition, incentives, information, and property rights exist. Supply, demand, relative scarcity, relative prices, entrepreneurs, profit competition, market failures

Objectives/Assesment:
Students will be able to explain why domestic and foreign trade becomes the basis of the colonial economy and the steps England took to control it. Students will be able to explain and demonstrate THE TRIANGLE TRADE.

Materials:
Large floor map of the world red, blue, yellow yarn and white construction paper.

Procedure:
Based on previous discussion, students will research, discuss, and list goods (raw, manufactured, and human) and routes THE TRIANGLE TRADE. Students then divide into groups representing Southern Colonists, New England Colonists, the English, Dutch and Portugese traders. Each group will be assigned a color and make construction paper labels for the goods traded by each of the groups. Product cards will be placed at the proper location on the map. Each group will then cut correct color of yarn to make a triangle on the map. Students will need to practice walking their triangles on the map. As the students become comfortable with their routes they begin to add product cards and as they reach each different port they exchange / trade their goods and continue their travels demonstrating the various trade routes of THE TRIANGLE TRADE. A word of caution; this does take practice, but I found the practice was helpful in enforcing the concepts.

After doing the activity we spent some time debriefing both in small groups and as a whole class.

Students then picture themselves as either a colonist, merchant, ship captain, or slave trader and write a descriptive or informative essay on THE TRIANGLE TRADE from the perspective of that person.

WHAT'S MY LINE

Object of game:
Students will recognize skills and services related to various colonial Occupations.

Materials:
Colonial Occupations Cards

Procedure:
Place students in groups of four to six. Each members secretly draws an occupation from the Occupation Cards.
Group members take turns asking one student questions about his occupation. After each student has asked one question, each has a chance to guess the occupation or continue asking questions. The person who guesses the correct occupation is the next to be interviewed.

The winner is group that guesses the occupations of all members with the fewest questions.

THE BARTERING GAME

Object of game:

Students develop an understanding of the trade/barter system ofthe colonies

Materials:
Actual objects, such as colonial crafts the students have made, or pictures of objects to trade.

Procedure:
Students develop a Barter Agreement. The name of shopkeeper, items to exchange/barter, and the name of the customer should all be included on this agreement Shopkeepers make signs for store and set up store. Customers goes from shop to shop to try and make best trades

Assessment:

After the game is over the class gathers to discuss trades they made and Shopkeepers
discuss their trades.

MATCH GAME

Students match occupations with products using Occupation Co-op Cards.



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