table of contents

Unit 5 - Topic 4: Culminating Task..............................................................................................................................1

Unit 5 - Topic 4: Goal, GLEs, & Description.................................................................................................................2

• Essential Content - GLEs

• Ancillary Content - GLEs

Student Strategies.......................................................................................................................................................3

• Caterpillar Writing

• Thinking Like a Historian

• R.A.C.E. Strategy for Reading

• C.E.R. Strategy for Reading and Stating Claims (Claim, Evidence, Reasoning)

Lesson Activity: Vocabulary Words - Homework....................................................................................................4

Culminating Task.........................................................................................................................................................5

Unit 5 Description: Students explore the role of trade in the advancement of civilization by examining the development of civilizations in Asia and Africa. Students investigate the role of trade in the advancement of societies and how trade is responsible for the exchange of more than just goods.

Topic 4: Goal

Students will be able to identify factors that explain how trade is necessary for advancing civilizations

Topics (GLEs) for the unit & pacing:

Unit 5: Approximately 7 weeks

Topic 4: Approximately 5 class periods

Connections to the Unit Claim:

In this culminating task, students are asked to write a response to the claim question using evidence from the sources they explored throughout the Unit 5 tasks. Throughout these instructional tasks, students have explored how Ancient China and West African Kingdoms developed socially, politically, and economically. Before the culminating task, it may be helpful for students to review the sources provided and the writing/graphic organizers created during the previous tasks. Doing so should help them to develop their interpretations and to highlight the appropriate examples and details to support their writing.

Unit Claim Question: Is trade necessary for advancing civilizations?

Academic Vocabulary: dynasty, tribute, civil service, caravan, export, import, center of commerce, barter, monetary, commodity, scarcity

Materials: Notes, Resources, and Handouts from Unit 5 Assessment Resources: Social Studies Extended Response Rubric

6.2.7 Summarize key features of ancient West African kingdoms (Ghana, Mali, and Songhai)

• Describe the characteristics of West African kingdoms (Ghana, Mali, Songhai)

• Explain how the development of West African kingdoms was influenced by trade with different regions and how trade was carried out (trans-Saharan, salt, gold, cultural diffusion, camels, caravans).

• Compare and contrast the political, social, cultural, and economic features of the West African kingdoms under key leaders (Mali: Sundiata, Mansa Musa, Ibn Battuta. Songhai: Sunni Ali, Askia Muhammad)

• Discuss the rise and decline of the West African kingdoms of Ghana, Mali, and Songhai. 6.2.6 Analyze the origin and spread of major world religions as they developed throughout history

6.2.8 Identify key characteristics of Chinese dynasties’ political, economic, and social structures

• Discuss notable achievements and discoveries of the Zhou, Qin, and Han Dynasties of China (gunpowder, papermaking, printing, the compass, Great Wall of China, terracotta soldiers), and explain how these achievements shaped each Chinese dynasty socially, culturally, economically, and politically.

• Discuss social structures of the Zhou, Qin, and Han Dynasties of China (king/nobles/farmers in Zhou, tyranny and forced labor in Qin, farmers/merchants in Han with wealth disparities), and explain how different social structures shaped each Chinese dynasty.

• Compare and contrast leaders of the Zhou, Qin, and Han dynasties (Zhou King Wu, Qin Emperor Shi Huangdi, Han Emperor Liu Bang, Han Emperor Wudi/Wu) and how their philosophies shaped each dynasty (Mandate of Heaven, Confucianism, civil service, bureaucracy, legalism, autocracy, Taoism, tyranny).

• Describe the dynastic cycle and explain how it applies to the rise and fall of the Zhou, Qin, and Han dynasties of ancient China.

6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps and globes

• Use maps to locate the major physical features (bodies of water, mountain ranges, deserts) that influenced political boundaries.

• Use maps to locate political boundaries and major cities of dynasties, kingdoms, and empires of ancient China (Shang, Zhou, Qin, Han) and West Africa (Ghana, Mali, Songhai), and explain changes to political boundaries over time.

6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world Analyze the influence of the Silk Road on Chinese dynasties, and discuss who traveled on the Silk Road and for what purpose.

• Discuss how trading on the Silk Road was tied to the development of social classes in ancient China Explain the reasons for and effects of trade and taxation for the West African kingdoms of Ghana, Mali, and Songhai.

6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by completing the following tasks:

• Conducting historical research Evaluating a broad variety of primary and secondary sources

• Comparing and contrasting varied points of view

Options to address 6.1.1 in Unit 5:

• Use technology to research the impacts of trade in West Africa and ancient China.

• Analyze artifacts from Southeast Asia/India to answer questions about the origin and spread of Eastern Religions.

• Compare and contrast the impacts of trade on West African Empires and Asian Civilizations

• Produce written claims on the necessity of trade-in advancing civilizations.

6.1.3 Analyze information in primary and secondary sources to address document-based questions.

• Analyze writings and artifacts from West African civilizations to answer questions about the impact of trade on each empire.

• Analyze writings and artifacts from Chinese dynasties to answer questions about the factors that shaped each dynasty.

Ancillary Content not addressed in the textbook at this time. Teachers should include Ancillary Content with the Topic.

Students will write a multi-paragraph essay to answer the unit claim: Is trade necessary for advancing civilizations? Students will use the Social Studies Extended Response Rubric to help guide their writing.

Note to teachers: Customize the Content portion of the rubric for this assessment. Use the Claims portion of the rubric as written. Use the Social Studies Extended Response Rubric to grade this assessment.