Medieval World Trade

Big Question: What were the multiple ways people of different cultures interacted at sites of encounter? What were the effects of their interactions?

In this unit on the World Trade Routes, students used the CHSSP curriculum with a collaborative model and Common Core Standards in History to create collaborative maps that explore the big question stated above. Students will examine a maps and lists of cities and trade products to gather evidence for maps work.

Time Frame two-three weeks.

Culminating activity: Students will create a collaborative map and trace the route of porcelain along it voyage from China to Europe in examining the question, "What were the multiple ways people of different cultures interacted at sites of encounter? What were the effects of their interactions?"

CALIFORNIA HISTORY CONTENT STANDARDS

7.3.2. Describe agricultural, technological, and commercial developments during the Tang and Sung periods.

7.4.3. Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.

COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

RH 3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

RH 5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

RH 7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Students were assigned a trade city from list. They used a Google Sheet attached to this assignment. They then researched in their class notes three pieces of information. They were to find two land ports and two water ports along with three imports and three exports for their port city. Once they had this information they were to post on a collaborative map where the class will build the trade network from China to Europe. Their collaborative maps are posted below by period.

Next Students used an interactive map to learn about trade circles during the 1300 CE. Students then read a narrative about the trade of porcelain made in China and how that product ended up in Europe. The students used Google Docs and Google Draw to trade these trade routes at this time period. Below is posted the handout the students got and an example of what the students produced using Google Draw.

Next Students used an interactive map to learn about trade circles during the 1300 CE. Students then read a narrative about the trade of porcelain made in China and how that product ended up in Europe. The students used Google Docs and Google Draw to trade these trade routes at this time period. Below is posted the handout the students got and an example of what the students produced using Google Draw.

BLANK MAP

Student Example