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John Law and the Mississippi Bubble: 1718-1720 lesson plan
Karla Smith, Biloxi, Mississippi
OVERVIEW
History has provided evidence that economic prosperity and stability
is essential to the social stability of any nation or civilization. John
Law was able to rally support for his own economic adventure, with the
promise that France would become an economic powerhouse at a time when
the country’s economy need rejuvenation. Unfortunately, the world
of business has many unpredictable factors that can influence the outcome
of events that appear to be a “sure thing.” John Law's Mississippi
Company was an economic dream that was brought to an end by unpredictable
factors.
CURRICULAR CONNECTIONS
Mississippi Studies Framework: Competencies 1, 3, and 4
TEACHING LEVELS
Grades 9 to 12
MATERIALS AND EQUIPMENT
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Mississippi History Now article, “John Law and the
Mississippi Bubble”
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Various Mississippi History textbooks and other references for
maps and commercials
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Pen/pencil, colored pencils
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Notebook paper and unlined paper
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Computer
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Overhead projector and/or chalkboard
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Miscellaneous material for commercial
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OBJECTIVES
Students will:
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Locate French colonies in North America on a student-created map.
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Construct a timeline that shows the development of the Mississippi
Company under the direction of John Law.
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Explain the rise and fall of the Mississippi Company under the
leadership of John Law.
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Create a commercial for the Mississippi Company.
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OPENING THE LESSON
The teacher will ask the students to speculate on how an individual or
group of individuals might secure money to start a business. The teacher
will ask the students to speculate on what happens when businesses and
corporations do not make anticipated profits. The teacher will ask students
to share their knowledge of businesses and corporations in the country,
as well as in their own community, that have experienced downsizing, layoffs,
and closures. The teacher will ask the students to speculate on what has
caused these economic changes. After discussing student responses, the
teacher will explain to the students that the colonization of the Americas
was an economic investment for European nations, to help revitalize their
economy. Tell the students that today in class they will learn about one
specific economic venture that is a small part, a footnote if you will,
of the history of their own state.
DEVELOPING THE LESSON
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Instruct the students to draw a map of North America. They should
label the following items on the map: French territory in North
America from 1699-1763, the Natchez District, Biloxi, the Mississippi
River, Canada, Louisiana, and the Atlantic Ocean. The students may
work with partners or individually on this portion of the lesson.
The teacher will ask the students to speculate on why the French
chose the areas located on the maps for settlement. (Possible answers
- Biloxi is located on the coast, which was the first area settled
in the region; Louisiana surrounds the Mississippi River, which
was necessary for transportation; Canada was the first region reached
by the French and is also on a similar latitude as Europe). The
students can make references to their maps as they speculate on
the answers to the questions.
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Have the students work alone or with a partner to construct a timeline
of the Mississippi Company under John Law’s leadership. Have
the students select ten events from the Mississippi History Now
article to place on the timeline. You may want to review the chronological
order with the students. Specify as to whether you want the students
to design their timelines horizontally or vertically. Ask for student
volunteers to share one or more events they listed on their timeline.
The students should explain why they felt this event was significant
in the development of the Mississippi Company.
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Have the students work with a partner to answer the following questions
using the Mississippi History Now article.
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Describe the power John Law possessed over French finances
as administrator of the Mississippi Company.
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Explain how John Law reacted to falling share prices in 1720.
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Describe how John Law lost control of the Mississippi Company.
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Explain how the terms monopoly and bubble relate to the Mississippi
Company.
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The teacher will have student volunteers share their answers to
the questions.
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The teacher will divide the students into groups of four or five.
Tell the students that their groups will be acting as an advertising
company. You might even allow them to name their companies. Tell
the groups that their agency has been hired by John Law to design
a commercial for the Mississippi Company.
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The teacher may want to show a video tape of a commercial in order
to explain to the students what type of information should be found
in their production. Explain to the students that commercials should
only show the positive aspect of the subject and the commercial
should persuade the audience to support the subject.
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The teacher may want to use the following information as criteria
to evaluate the student-created commercial. This information could
be easily placed on the overhead or chalkboard for student viewing.
This would make an excellent checklist for the groups. (The following
information can certainly be altered to meet the needs of individual
teachers and students)
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Commercial should be no longer than five minutes.
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Written script which must be approved by the teacher before
it is presented to the class. The final copy must be typed.
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Script should contain correct grammar, punctuation and spelling.
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Script should be neat and well-organized.
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Script should be stapled and contain a cover sheet with the
following information: title of project, names of group members,
subject, class period, date.
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All group members must be involved in the writing and production
of the commercial.
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Information about John Law and the Mississippi Company must
be accurate ( You may want to require certain information
be included in the commercial. Example: geography, date, trade,
etc.)
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Costumes and props will enhance grade.
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Commercial should entice audience to invest in the Mississippi
Company.
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Presentation of commercial should be clear and well-organized.
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CONCLUDING THE LESSON
The teacher will allow each “advertising company” to present their
commercial to the class.
ASSESSING STUDENT LEARNING
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Maps
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Timelines
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Answers to questions
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Commercials
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Student participation
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EXTENDING THE LESSON
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Invite a stock broker to class to discuss investments.
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Allow students to research the banking industry.
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Allow students to research trade between the United States and
France today.
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Allow the students to research the origin of a major business or
company in their local community.
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