McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Nicholas Kowalski Date: 3/7/2018

Title of Lesson: The World Open For Trade Cooperating Teacher: Robert Mealy

Core Components
Subject, Content Area, or Topic
World History II
Virginia Essential Knowledge and Skills (SOL)
SOL WHII 5c & d: Students will demonstrate knowledge of the status and impact of global trade on
regional civilizations of the world after 1500 A.D. (C.E.) by describing East Asia, including China
and the Japanese Shogunate as well as Africa and its increasing involvement in global trade;
Lesson objectives
Students will be able to identify the policies of various Chinese governments on trade with the
Western world, as well as the organization and reaction of the Japanese government toward trade
and involvement with the West. Students will also be able to analyze how the Atlantic slave trade
affected trade in Africa.
Materials/Resources
PowerPoint
Projector (or SMART board)
Paper
Pen or Pencil
Youtube
Safety (if applicable)
N/A

Time
(min.) Process Components
3-4 *Anticipatory Set
min The teacher will start out the lesson by briefly reviewing how European exploration
connected the entire world like never before. The discovery of faster trade routes by sea
opened up nations in Asia to direct trade with Europe. This was also true in the Western
parts of Africa and exchange with the New World. However the world did not always react
in the ways that the Europeans would have hoped, and maybe some of the results were
not as innocent as mere trade implies.
1-2 *State the Objectives (grade-level terms)
min  The Students will be able to identify the Ming and Qing dynasties of China and
how they reacted to European trade attempts.
 The Students will be able to describe the organization of the Japanese Shogunate
as well as reasons for the gradual isolationism of Japan from the West.
 The Students will be able to analyze how the Atlantic Slave Trade affected African
trade.
50-60 *Instructional Input or Procedure
min 1. The Teacher will review the Ming and Qing dynasty and their policies on trade with
the West, predominantly protectionism and how the Chinese kept Europe at arms
length.
2. The teacher will show how increase in the import of food from the new world led to
a massive population boom.
3. The teacher will tie in how the protectionism of the Chinese government is related
to the Trump administration ideas on trade protection, using the video “Trump
Inaugural Address: 'It's Going to Be America First'”
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 4. The teacher will ask the students to write 3 to 4 sentences describing whether or
not they would open China up for trade if they were the Emperor.
5. The teacher will then transition to Japan, a nation that took China’s ideas of
protection a step further.
6. The teacher will explain the organization of the Shogunate. Being that the nation is
led by an emperor who has little power, the military leader (the Shogun) holds
most decision making power. The Shogun allows lords called daimyo to hold
massive amounts of land and armies. The daimyo give parts of their land to their
loyal samurai and then the samurai have peasants that live and work on the land.
7. The teacher will name 1 student to be Shogun, 2 students to be daimyo, 4
students to be samurai, 1 European trader and 2 Christian missionaries (the rest
are peasants). The start will feature the daimyo and their two samurai fighting each
other with the help of weapons brought by the Europeans. When a new shogun
rises he puts a stop to the fighting. The two missionaries will each convert 4 (or 5
depending on class size) of the peasants to Christianity. The class will split into
Christians and non-Christians. The shogun will be asked by the emperor (the
teacher) what he sees, and inform him that the Philippines recently had a similar
take over by westerners and now is colonized by Spain. The shogun will be led to
conclude that the Christians are taking over Japan.
8. The teacher will then explain that when the Tokugawa Shogunate came to power it
united Japan and at the same time feared that Japan was being taken over by the
West. The result of this line of thinking was Japan shutting itself off from the
Western world all together.
9. The teacher will show a video “Silence: An ugly woman” revealing the reasoning
behind Japanese isolationism.
10. The teacher will then transition to Africa where trade opened up to Europe.
11. The teacher will contrast how Africa traded amongst itself and with Europe before
the Slave trade, and how afterwards Trade was dominated by West Africa, slavery
and the in take of weapons.
12. The teacher will then show the video “The Atlantic Slave Trade: What too few
textbooks told you”

2 min *Modeling
 The teacher will explain the Chinese emperor activity by giving a brief example
such as, “trade with the West could only have strengthened China and it’s relations
with the world at this point so I believe trade should have been more open.”
 The teacher will help to show how students are supposed to interact with each
other during the Japanese role-play, allowing them to understand and work on it for
themselves.
<1 *Check for Understanding
min
The teacher will ask if everyone understand what they are to do, for the Chinese emperor
activity and will respond with holding up one finger for yes and 2 for no.
5-10 *Independent Practice
min Students will be given the role of Emperor of China and will be asked to write 3 to 4
sentences on whether or not they would have opened up China to trade with the Western
world and why. Students may be asked to share with classmates.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
7-10 *Guided Practice
m Students will engage in a role play that represents Japan during the turn of the 17th
in century. The class breakdown includes; 1 student to be Shogun, 2 students to be daimyo,
4 students to be samurai, 1 European trader and 2 Christian missionaries (the rest are
peasants). The start will feature the two daimyo and their two samurai fighting each other
with the help of weapons brought by the European traders. The traders will hand out
paper, the samurai will then take the paper and throw it at the ground where the other
daimyo and samurai are. When a new shogun rises he puts a stop to the fighting, and the
paper throwing stops. For a second there is peace and then the two missionaries will each
convert 4 (or 5 depending on class size) of the peasants to Christianity. The class will split
into Christians and non-Christians with students going to opposite sides of the classroom.
The shogun will be asked by the emperor (the teacher) what he sees, and inform him that
the Philippines recently had a similar take over by westerners and now is colonized by
Spain. The shogun will be led to conclude that the Christians are taking over Japan.

5 min Assessment (formal or informal)

The class will briefly go over whether or not the three locations covered were open to
trade. They will answer with a yes, no or kind of. After each location is answered the
teacher will call on a student to briefly say why.
10 *Closure
min The student are presented with many ways that trade among countries can go wrong. The
students will be tasked with discussing in their groups how trade can be improved and
what lessons we can learn from China, Japan, and Africa that can help us out today.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
The different styles of activities during this lesson will help students with different learning styles to
grasp the concepts being taught.
Classroom Management Issues (optional)
Effort must be made to ensure that the role play stays focused and does not get out of hand.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

N/A
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015