Class: Social Studies 7A/C

Date: Wednesday November 25

Title: Mercantilism
Objective: Students will gain an understanding of Mercantilism and the perspective that various
groups of people involved in the Thirteen Colonies would have held on this topic. They will also
practice their group work and presentation skills by working in small and medium sized groups
and presenting their work to their peers.
Learner Objectives:

Social Studies General Outcome 7.1 Toward Confederation

o Students will demonstrate an understanding and appreciation of the distinct roles
of, and the relationships among, the Aboriginal, French and British peoples in
forging the foundations of Canadian Confederation
o 7.1.1 appreciate the influence of diverse Aboriginal, French and British peoples
on events leading to Confederation
o 7.1.3 compare and contrast diverse social and economic structures within the
societies of Aboriginal, French and British peoples in pre-Confederation Canada
English General Outcome 4 Enhance the clarity and artistry of communication
o 4.2 Present information: present ideas and opinions confidently, but without
dominating the discussion, during small group activities and short, whole class
sessions

Activities:
Time

Activities

5
minutes

Discuss Mercantilism
Full class discussion
What is mercantilism?
What do you think that definition means?
What are the 4 perspectives involved in mercantilism?

15
minutes

Consider One Perspective

Split students into 8 small groups
Each group receives a piece of paper with one of the 4
perspectives written on it:
o First Nations
o Colonist
o Merchant
o King
Each paper also has the following questions written on
it:
o How would the mercantile system have

Assessment
General
understanding
will be
demonstrated
through student
participation in
discussion
Teacher will
check-in with
each group to
see what ideas
they are coming
up with. These
check-ins will
allow teacher to
see if the
students
understand what

benefitted your group?

o How might the mercantile system have been bad
for your group?
Students will work together in their groups to
brainstorm as many answers to these questions as they
can and write them down on their paper

5
minutes

Share with another group

each group with the same perspective will join together
and compare lists of ideas.
What was similar?
What ideas did the other group have that your group
didnt?

10
minutes

Prepare your presentation

Using the handout provided, decide who is going to say
what during the presentation
Present to the class
Remind students to be confident presenters speak
clearly and loudly, try not to hide behind your notes

10-15
minutes

Rest of
Class or
later in
the week

Fill in worksheet on mercantilism that was handed out with the

map of the Thirteen Colonies

they are
supposed to be
doing and that
their ideas are
on the right
track
Students will
learn from their
peers similar
ideas will
reinforce that
the students are
on the right
track.
Differences will
allow for new
ideas to be
considered

Presentations
will demonstrate
each groups
understanding of
the perspective
they were given
Hand in when
finished.
Worksheet will
be used as
summative
assessment

Plan for Diversity:

By working in groups, students will be able to use their strengths and rely on others to
support their weaknesses
o Some students can read the textbook and share, some can brainstorm ideas, some
can write
Various roles will be available for the presentation not everyone is required to speak,
but everyone must be part of the presentation

Teacher assistance is available while students are working to assist groups that might be
struggling

Reflection: This lesson worked quite well with both classes. The students seem to have
understood the concepts and came up with many good ideas. I slightly miss judged my time in
the first class and ran out of time by about ten minutes. We will finish the worksheet part
tomorrow. The first class did very well choosing their groups, but the second class could have
used a bit more structure. If I were to teach this lesson again, or one similar with small group
work, I would prearrange the groups or have stricter group requirements so that the behavioural
and developmental coded students did not all end up together.