Unit Description: The development of traditional trading networks and the impact of cultural exchange upon these emerging trade partners.
Stage 1- Desired Results
Essential Questions
How did trans-regional trade networks develop and expand?
How did these trading networks influence the economic and political development of states and empires?
What were the similarities and differences between these various trading networks?
Enduring Understandings
Students understand that...During the classical and postclassical eras, trans-regional trade networks emerged and/or expanded. These networks of exchange influenced the economic and political development of states and empires.
Common Core Standards and Performance Indicators:
Unifying Themes:
Geography, Humans, and the Environment (GEO)
Creation, Expansion, and Interaction of Economic Systems(ECO)
Science, Technology, and Innovation (TECH)
Global Connections and Exchange (EXCH)
Social Studies Content Area Standards:
World History
Geography
Economics
Civics, Citizenship, and Government
Social Studies Practices (begin on page 3)
Common Core Learning Standards for Literacy in History/Social Studies, Science,and Technical Subjects (begins on page 76)
Knowledge
Students know that…
9.4a Afro-Eurasian trans-regional trade networks grew across land and bodies of water.
9.4b New technologies facilitated and improved interregional travel during this era by allowing people to traverse previously prohibitive physical landscapes and waterways.
9.4c Interregional travelers, traders, missionaries, and nomads carried products, natural resources, enslaved people, and ideas that led to cultural diffusion.
9.4d Control of transregional trade and economic growth contributed to the emergence and expansion of political states.
Skills
Students will be able to...
Students will identify the location of the transregional trade networks noting regional connections between the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.
Students will examine the technologies that facilitated and improved interregional travel along the Indian Ocean and Trans-Saharan networks of exchange.
Students will identify and explain the importance of at least two key resources and/or products and/or luxury items vital to exchanges along the Indian Ocean complex, Mediterranean Sea complex, Silk Roads, and Trans-Saharan routes.
Students will identify trade networks involved in the exchange of enslaved people and explore the nature of slavery during this time period.
Students will examine the diffusion of religious ideas along the Indian Ocean complex, Silk Roads, and Trans-Saharan routes.
Students will examine the travels of Zheng He, Ibn Battuta, and Marco Polo and the influence of their journeys.
Students will examine the emergence and expansion of political states along the Mediterranean Sea complex (Byzantine Empire and rise of Ottoman Empire) and Trans-Saharan routes (Ghana and Mali).
Key Vocabulary:
cultural diffusion/cultural exchange
monopoly
silk road
tax
barter
gold for salt trade
currency
globalism
tariff
capital
entrepreneur
colonialism
commercial revolution
tribute
Stage 2- Assessment Evidence
Summative Tasks
Formative Tasks
Pro-Slavery primary source (page 18 (31); with writing assignment)
Mapping Trade Routes (pg. 55/72) you provide the map, the activity has students draw routes and add symbols for items exchanged
Perils of Trade primary source (pgs. 56-57/73-74): students asked to create a dialogue based on their reading
Create a Venn diagram comparing and contrasting trade along the Silk Road to the African Gold for Salt trade.
https://prezi.com/4yshgzzo6b2x/silk-road-and-gold-road-venn-diagram/
Create a T-chart listing the pro and cons of Byzantine and early Russian cultural exchange
https://www.norwellschools.org/cms/lib02/MA01001453/Centricity/Domain/192/te_ch11.pdf
Create a list (1-5) of negative effects the East African Muslim Slave Trade had upon Africa. (1 being the most devastating effect and 5 being the least devastating effect)
https://www.dw.com/en/east-africas-forgotten-slave-trade/a-50126759
Chart comparing Marco Polo, Ibn Battuta, and Zheng He (from Khan Academy)
Goods and Cities of the Indian Ocean Trade Network: primary sources with activity (pgs. X and 6) Complete a map of the locations and goods from this route.
African Trading Networks (pg. 49/62): Create map with routes and goods from this era
Stage 3- Related Lessons
Lesson Plans and Content
Ibn Battuta: Uses document analysis to answer the question: What was the Muslim world like in the 1320s? (SHEG)
Gold for Salt Trade: Traces West African trade with visuals, primary sources and connections to today.
Khan Academy section on Age of Adventure: GREAT resources within
Trade in Ancient West Africa lessons (Edsitement)
Lesson Plans: Silk Road
Utah Museum of Fine Arts: Activities and lessons using artifacts from the Silk Road
Journeys Along the Silk Road: lesson plan to explain what the Silk Road is and how it contributed to the diffusion of goods, people, and culture across Eurasia.
The Silk Road: Recording the Journey: Students take on a role of a fictional traveler along the Silk Roads and record their experiences (includes CRQ from above)
Inquiry Unit: Should we call it the Silk Road?
Suggestions for Diverse Learners: