Topic: The New Economy

Target group

6th‑grade students of elementary school

New core curriculum

VIII. Great geographical discoveries. Student:

1. explains the causes and evaluates the impact of geographical discoveries on the socio‑economic and cultural life of Europe and the New World;

2. places in time and space discoveries of Krzysztof Columbus, Vasco da Gama, Ferdinand Magellan, and places in space the colonial estates of Portugal and Spain.

General aim of education

The student will learn about the specifics of the new economy.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• how geographical discoveries had changed the European economy;

• about the economic changes that had taken place in European countries.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Introduction

1. The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.

2. The teacher plays the recording of the abstract. Every now and then he stops it, asking the students to tell in their own words what they have just heard. This way, students practice listening comprehension.

Realization

1. Reading the content of the abstract. The teacher uses the text for individual work or in pairs, according to the following steps: 1) a sketchy review of the text, 2) asking questions, 3) accurate reading, 4) a summary of individual parts of the text, 5) repeating the content or reading the entire text.

2. On the basis of the timeline and information from available sources, the students indicate the event that they think is the most important from the period of the colonization of the New World. Then they argue their choice on the class forum. Colleagues assess their work, taking into account the manner in which applications are presented and the clarity of justification.

3. The teacher together with the students sums up the current course of classes.

4. Students analyze the illustrations and execute Task 2 and Task 3. To answer the questions, they can use Internet sources or other publications. The teacher checks the correctness of the answer and provides feedback to the students.

5. Students in pairs solve the Exercise 1. The teacher checks if the task has been correctly completed and gives feedback to students.

Summary

1. The teacher asks a willing student to summarize the lesson from his point of view. He asks other students if they would like to add anything to their colleague's statements.

2. The teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer?
   If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

2. Write a short note about the topics covered in the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The New Economy

In the initial period of establishment of the plantation system, sugarcane cultivation and sugar production were the most successful. An important element of the system was its strict subordination to the central authority that supervised trade. In the 15th century, it was difficult to recruit colonists to work in the plantation system, because the experience of European farmers had no application in the production of sugarcane and, in addition, the need to work hard in difficult conditions resulted in a very high mortality rate. The situation changed with the employment of captured slaves, most often bought in Africa. Mass import of labour from Africa began over time. This became even more cost‑effective when it turned out that black Africans were immune to malaria that was decimating Europeans. A specific so‑called Atlantic slave trade had emerged. Industrial products were imported from Europe and exchanged for slaves who were then brought to plantations in America to collect plantation products: sugar, cotton and tobacco. Ocean trade, in particular with plantation colonies, led to significant changes in the economics of the home countries. As a result of changes in the economy, artisanal enterprises were replaced by manufactories. The work in manufactories was shared between specialised staff. All these processes were accompanied by the growing importance of the state as the element that stimulates and protects the economy.