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
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.
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?
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)
Knowledge
Students know that…
Skills
Students will be able to...
Afro-Eurasian trans-regional trade networks grew across land and bodies of water.
Interregional travelers, traders, missionaries, and nomads carried products, natural resources, enslaved people, and ideas that led to cultural diffusion.
A period of peace, prosperity, and cultural achievements can be designated as a Golden Age.
Key Vocabulary:
cultural diffusion/cultural exchange
silk road
barter
gold for salt trade
commercial revolution
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 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).
Students will examine the achievements of Greece, Gupta, Han Dynasty, Maya, and Rome to determine if the civilizations should be designated as a Golden Age.
Stage 2- Assessment Evidence
Performance Task
Other Evidence
Create a Venn diagram comparing and contrasting trade along the Silk Road to the African Gold for Salt trade.
Textbook: Asoka “Edicts” (page 969)
Education in the Tang and Song Dynasties (Reading and Note-Taking Skills Practice)
Stage 3- Related Lessons
These lessons are aligned with the unit goals.
Technology and Resources
Islamic Golden Age Inquiry: Was the caliphate of Cordoba a success?
China's Golden Age under the Tang and Song (page 55)
Gold for Salt Trade: Traces West African trade with visuals, primary sources and connections to today.
Trade in Ancient West Africa lessons (Edsitement)
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)
Silk Road today map: Click on a city to see visuals about that city in modern times
Interactive map of West African Trans Saharan trade
Song Technology and Achievements
African Trading Networks (pg. 49)
Worksheets on the effects of Trade Routes (52-67) including primary sources, mapping activities, technology, and more
PM Session:
Skill:
Writing an argumentative essay.