1. Topic-
|
| Ancient Civilizations: Trade & Commerce |
| |
|
2. Content-
|
Ancient China
Commerce
Trade
Pinyin
Astronomy
Zodiac |
| |
|
3. Goals: Aims/Outcomes-
|
1. Describe the role of trade in the transmission of technologies,
goods, culture and ideas throughout Afroeurasia
2. Evaluate primary source accounts of trade goods, customs, and socioeconomic
effects of trade
3. Analyze the connection between specific marketplaces and the trading
zones of Afroeurasia as a whole. |
| |
|
|
4. Objectives-
|
SWBAT
1. The student is able to (C) read historical narratives imaginatively,
taking into account what the narrative reveals of the humanity of
the individuals involved"�their probable values, outlook, motives,
hopes, fears, strengths and weaknesses.
2. The student is able to (D) draw comparisons across eras and regions
in order to define enduring issues as well as large-scale or long-term
developments that transcend regional and temporal boundaries.
3. Formulate historical questions and draw conclusions from encounters
with historical documents, eyewitness accounts, letters, diaries,
artifacts, photos, historical sites, art, architecture, and other
records from the past. |
| |
|
5. Materials and Aids-
|
| Student Handouts 1.1- 1.4 |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1. Determine your Chinese Zodiac sign.
2. Find others who share your sign and act out a skit that demonstrates
characteristics of your sign. |
| |
|
|
B. Development-
1. What is trade?
2. Why was trade increasingly important as civilizations grew?
3. What is the difference between primary and secondary sources? Which
is more accurate? |
| |
|
|
C. Practice-
1. Draw maps of the regions that were impacted by the Afroeurasia
trade routes.
2. Identify the cities that were involved using the table from Handout
1.8
|
| |
|
|
D. Independent Practice-
Read one of the primary sources documents as a group. As you read,
identify the following:
1. Student Handout #
2. Place/ Date
3. Traveler
4. List of traded goods
5. Mode of transportation
6. Facilities used for trade
7. Indications of how trade has affected the area
8. Trade customs |
| |
|
|
E. Accommodations (Differentiated Instruction)-
1. Group learning - round robin reading & group discussion
2. Visual Learning (drawings)
3. Oral Learning (discussion questions)
|
| |
|
|
F. Checking for understanding-
What impact has trade had on Antigua?
|
| |
|
7. Evaluation-
|
1. Maps include all required regions.
2. Maps are drawn with relative accuracy.
3. Handout questions are answered accurately and supported with evidence
from the source. |
| |
|