Download Trade and Cultural Diffusion

World History
Social Studies
Unit: 04B
Lesson: 02
Suggested Duration: 3 days
Trade and Cultural Diffusion
Lesson Synopsis:
This lesson focuses on how trade encourages cultural diffusion and interdependency between societies through a jigsaw
activity, timelines and maps.
TEKS:
WH.1
WH.1C
History. The student understands traditional historical points of reference in world history. The student is
expected to:
Identify major causes and describe the major effects of the following important turning points in world history
from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the
development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their
impact on Europe, China, India, and Southwest Asia. Supporting Standard
WH.4
History. The student understands how, after the collapse of classical empires, new political, economic, and social
systems evolved and expanded from 600 to 1450. The student is expected to:
WH.4H
Summarize the major political, economic, and cultural developments in Tang and Song China and their impact on
Eastern Asia. Readiness Standard
Explain the development of the slave trade. Supporting Standard
Analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade. Readiness
Standard
WH.4I
WH.4J
WH.15
WH.15B
Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is
expected to:
Analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and
models.
WH.16
Geography. The student understands the impact of geographic factors on major historic events and processes.
The student is expected to:
WH.16A
Locate places and regions of historical significance directly related to major eras and turning points in world
history. Supporting Standard
Analyze the influence of human and physical geographic factors on major events in world history, including the
development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez
canals. Readiness Standard
WH.16B
WH.27
WH.27A
Science, technology, and society. The student understands how major scientific and mathematical discoveries
and technological innovations affected societies prior to 1750. The student is expected to:
Identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river
valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200
and in China from the Tang to Ming dynasties. Supporting Standard
Social Studies Skills TEKS:
WH.29
WH.29F
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
Analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions,
and developing connections between historical events over time.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
You are a trader living during the time of the Pax Mongolia, or Mongol peace. You have traveled on the Silk Road, West
Africa and the Indian Ocean. Write a journal entry that compares your experiences in each region. Include a comparison
of what was traded, transportation challenges, geographic obstacles and at least two ideas that were spread (diffused).
(WH1C: WH.4H, WH4I; WH.4J; WH.15B; WH.16A, WH16B; WH27A; WH.29F)
3G; 5G
Key Understandings and Guiding Questions:
•
Trade encourages cultural diffusion and interdependency between societies.
©2013, TESCCC
01/08/13
page 1 of 6
World Geography
Social Studies
Unit: 04B Lesson: 02
— What were the causes and effects of the Mongol invasions and their impact on Europe, China, India and
Southwest Asia (600-1450)?
— What were the major political, economic, and cultural developments in Tang and Song China and what was
their impact on Eastern Asia?
— How did the slave trade develop?
— How did the Silk Road and the African gold-salt trade facilitate the spread of ideas and trade?
— How did geography influence the development of civilizations such as in the Middle East?
— Can you locate places and regions of historical significance directly related to this era and turning point in
world history, such as, the Sahara, Ghana, Mali, Arabian Peninsula, Mecca, Baghdad, Cairo, Spain, Iberian
Peninsula, Mongol Empire, Istanbul, Anatolia (Asia Minor), Moscow, Korea, Japan, Angkor Wat, Beijing,
China, Silk Road, African Gold-Salt Route, Indian Ocean.
— What was the influence of human and physical geographic factors on major events in world history? (Include
trade in the Indian Ocean)
— How did new ideas in mathematics, science, and technology begin and then spread throughout the world?
(Include ideas from the Tang to Ming dynasties.)
Vocabulary of Instruction:
•
•
interaction
Pax Mongolia
•
•
cultural diffusion
interdependency
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
•
•
•
Handout: The Journey Begins (1 per student)
Handout: Dynasties of China Timeline
Handout: My Trek (1 per student)
Teacher Resource: Guiding Questions (1 set per group)
Resources and References:
•
None identified
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections from the district adopted textbook and other classroom materials that support the
learning for this lesson, including materials for stations on Day 1.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
6. Pre-cut guiding questions. The cards on the Teacher Resource: Guiding Questions need to be cut apart, folded,
and placed in a disposable cup or small bag so each group has a set of questions.
Background Information:
After the fall of the Han Dynasty, China experienced a series of nomadic invasions and weak rulers who were unable unify
the region. Emperor Sui Wendi reestablished strong central authority with the short-lived Sui Dynasty. His efforts set the
stage for the following Tang (618-907) and Song (960-1279) dynasties to make significant contributions. The Tang
dynasty instituted imperial exams for government service and the stability of the rule stimulated economic growth and
flourishing trade. By this time, China was the largest empire in the world. The Tang dynasty facilitated the idea of
cultivating cash crops such as rice and silk improving the Chinese way of life by not only promoting self-sufficiency but by
improving individual livelihoods through the sale of surpluses. This made it feasible to buy other commodities such as oil
and charcoal. This environment led to ship building and the development of the first paper currency issued by the
government.
With the Song dynasty, trade intensified and merchants became more specialized. Foreign trade continued to flourish and
the mass production of iron, steel and the perfecting of the compass contributed to the development of a strong military.
©2013, TESCCC
01/08/13
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World Geography
Social Studies
Unit: 04B Lesson: 02
Song China soon monopolized certain commodities, especially the tea trade. China would become the economic power of
the region. The increasing use of woodblock printing also added to a flourishing Chinese culture. Less expensive books
were mass published and this improved accessibility to scholarly works. With this also came the revival of Confucianism
and a movement away from Buddhism. An educated scholar-official class evolved and became instrumental in the
administration of government bureaucracy.
Nomadic tribes persisted in Central Asia primarily because the regions they inhabited were grasslands, making it too dry
to cultivate and settle. The Mongols of the Asian steppes expanded across the continent pressuring other groups to
migrate or capitulate to the growing Mongol strength. Despite the Great Wall, Mongols turned towards China which was
filled with rich resources.
Mongol leaders, Genghis Khan (approximately 1162 to 1227), surrounded himself with great generals and grew to
command the Golden Horde and a vast Mongol Empire. Mongol invaders raided hundreds of Chinese cities including
Beijing (1215) and eventually established the Mongol-controlled Yuan Dynasty over China. Other Mongol leaders after
Genghis Khan followed his path and raided Eastern Europe, Russia, Baghdad, India and others. Often times they
enslaved those that were artisans and these artisans helped to spread Mongol trade. The Mongol Empire facilitated the
exchanged of ideas and at its peak, Genghis Khan's descendants, most notably Kublai Khan and Timur (Tamerlane)
created a vast infrastructure for safe and peaceful trade along the Silk Road.
Trade routes also developed across the Sahara. Camels made for an efficient way to transport cotton (cloth) and salt
(essential in tropical areas in order to replace loss of fluids through perspiration). These commodities were exchanged for
West African gold. There was a growing demand for gold as it was used to pay for spices and other commodities in high
demand. Along with gold trade, the African slave also expanded. Enslaved people were used to mine for gold. There was
also a demand for enslaved people among the elite classes throughout Europe and Asia. Enslaved people also served in
the military or worked as household laborers. With the spread of Islam to North Africa, Islam continued to spread to subSahara Africa primarily through caravans utilized for trading.
Human and physical geographic factors influenced trade and cultural diffusion. The coastal trade routes along Africa and
between Africa and Asia by ways of the Indian Ocean led to the spread of Islam and the exchange of commodities and
culture. Merchants learned to improve their skills at navigation whether it was across the Indian Ocean, across the Sahara
or along the Silk Roads.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE
1. Write the following statement on the board for students to think
about and decide on whether it is a true or false statement.
2. Provide two different colored sheets of paper for each student.
Make sure to use the same two colors for each student and take a
vote to determine if the students believe the statement is true or
false. (Example: if the student decides it is a false statement,
he/she raises the blue sheet, if the student decides it is a true
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
Materials:
• two colors of paper (2 sheets per student)
• Handout: World History Timeline (from
lesson 1)
TEKS: WH.29F
3. Facilitate a discussion by asking students to justify their reasons for Purpose:
determining whether the statement is false or true.
The focus is to help students make
connections between trade, cultural diffusion,
4. After a short discussion, students view images that portray
and interdependency. It sets the tone for the
Japanese culture that have become common in American pop
lesson which will primarily focus on diffusion.
culture.
Gather images of Japanese culture that has
diffused to United States.
5. Students reevaluate the statement “Trade, because of interaction
between societies, encourages cultural diffusion” and
©2013, TESCCC
01/08/13
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World Geography
Social Studies
Unit: 04B Lesson: 02
Instructional Procedures
Notes for Teacher
reconsider whether the statement is true or false by raising their
sheet of paper: blue for false and yellow for true.
6. Facilitate a discussion as to why they changed their answers from
false to true and ask questions such as the following:
• Has Japanese culture diffused into the U.S.?
• If so, why and how has Japanese culture diffused into the
U.S.?
• How does trade (import/export of goods) impact cultural
diffusion between Japan and the U.S.?
7. Allow for a brief discussion and proceed to write the following
statement on the board for students to think about and decide on
whether it is a true or false statement:
• Trade creates interdependency between societies.
8. Students vote again using the colored papers.
9. Facilitate a discussion where students justify their reasons for
determining whether the statement is false or true.
10. After a short discussion, provide the following scenario for students
to read silently, evaluate, and discuss with a partner:
• What if oil exporting nations decided to stop exporting
oil? What sort of impact would this have on our society?
• Now that you and your partner have discussed the
possible impacts, reevaluate the statement.
11. Students reevaluate the statement “Trade creates
interdependency between societies” and reconsider whether the
statement is true or false by raising their sheet of paper, blue for
false and yellow for true. Students justify their change in answers
from false to true.
12. Explain to students that the focus of this lesson is the importance
of trade in Africa and Asia during the Middle Ages (600 to 1450).
Refer students to their timeline for note-taking and perspective
relative to other periods of time.
EXPLORE – Jigsaw
Suggested Day 1 (cont’d) and 2– 65 minutes
Materials
• Information about Mongol Invasions
2. Set up seven stations for a jigsaw activity, with each station
• Information about Silk Road
designed for students to read, discuss, analyze, and summarize
• Information on Pax Mongolia
information relevant to the following topics:
• Information about Tang China
• Station One: Mongol Invasions, Impact, Silk Road under Pax
• Information about Song China
Mongolia
• Information about Ming China
• Station Two: Tang China
• Information about Slave Trade
• Station Three: Song China
• Information about African Gold-Salt Trade
• Station Four: Ming China
• Information about Trade: Indian Ocean
• Station Five: Slave Trade
• Map of the Silk Road
• Station Six: African Gold-Salt Trade
• Map of the gold-salt trade
• Station Seven: Trade: Indian Ocean
• Map of 500 AD to 1000 AD trade routes in
the Indian Ocean
3. Include maps at appropriate stations (conduct an Internet search or
use materials from district adopted textbook and other classroom
1. Divide students in to 7 small groups.
©2013, TESCCC
01/08/13
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World Geography
Social Studies
Unit: 04B Lesson: 02
Instructional Procedures
Notes for Teacher
materials).
• Station One: A map that shows the Silk Road during the
Mongol Empire
• Station Six: A map that shows the gold-salt trade in West
Africa
• Station Seven: A map that shows the trade routes in the
Indian Ocean between the years 500 AD to 1000 AD.
4. Distribute the following to each student:
• Handout: The Journey Begins
• Handout: Dynasties of China Timeline
• Handout: My Trek
Attachments:
• Handout: The Journey Begins (one per
student)
• Handout: Dynasties of China Timeline
• Handout: My Trek
TEKS: WH.1C; WH.4H, WH.4I, WH.4J,
WH.15B, WH.16A, WH.16B, WH.27A
Purpose:
Students visit multiple topics relevant to the
Middle Ages in Africa and Asia.
5. As students visit the stations to go on a virtual journey to Africa and
Asia during the Middle Ages, they collect pertinent information by
reading and noting information on their Handout: The Journey
Begins. (This is a good time to share the Performance Indicator
with students, since information gained will be used in their travel
journal at the end of the trip.)
Instructional Note:
Each of the stations should include an article
and/or readings from other sources, a
historical map depicting the region, maps
depicting trade routes, and a timeline,
especially for the dynasties in China.
6. To deepen their understanding, for homework, students continue to
read about the topics and take notes.
EXPLORE/EXPLAIN – Jigsaw and Group Discussion
1. Groups continue on their trek documenting information on their
Handout: The Journey Begins.
2. When groups reconvene, provide each group with a set of
questions. The questions are on strips of paper (use Handout:
Guiding Questions) and should be folded and placed in a small
cup or bag.
3. Each member of the group selects a question, reads it to his/her
group members and answers the question orally. Group members
contribute and/or correct the student response. Each member of
the group participates in this activity and each member should
answer at least one of the guiding questions.
ELABORATE – Academic Vocabulary
1. Facilitate a discussion where students summarize their learning by
answering the guiding questions and supporting the Key
causespolitical,
and effects
of the Mongol
— What were the major
economic,
and cultural
developments in Tang and Song China and what was
their impact on Eastern Asia?
— How did the slave trade develop?
— How did the Silk Road and the African gold-salt trade
facilitate the spread of ideas and trade?
— How did geography influence the development of
civilizations such as in the Middle East?
— Can you locate places and regions of historical
significance directly related to this era and turning
point in world history, such as, the Sahara, Ghana,
Mali, Arabian Peninsula, Mecca, Baghdad, Cairo,
Spain, Iberian Peninsula, Mongol Empire, Istanbul,
Anatolia (Asia Minor), Moscow, Korea, Japan, Angkor
Wat, Beijing, China, Silk Road, African Gold-Salt
©2013, TESCCC
01/08/13
Suggested Day 2 continued– 20 minutes
Attachments:
• Handout: The Journey Begins
• Handout: Guiding Questions (7 sets, cut
apart and in a small cup or bag)
Purpose:
After students have gathered and recorded
their information, groups review by answering
guiding questions.
TEKS:
WH.1C; WH.4H, WH.4I, WH.4J, WH.15B,
WH.16A, WH.16B, WH.27A
Suggested Day 3 – 20 minutes
Purpose:
Students demonstrate comprehension and the
correct use of academic vocabulary.
TEKS:
WH.1C; WH.4H, WH.4I, WH.4J, WH.15B,
WH.16A, WH.16B, WH.27A
page 5 of 6
World Geography
Social Studies
Unit: 04B Lesson: 02
Instructional Procedures
Notes for Teacher
Route, Indian Ocean.
— What was the influence of human and physical
geographic factors on major events in world history?
(Include trade in the Indian Ocean)
— How did new ideas in mathematics, science, and
technology begin and then spread throughout the
world? (Include ideas from the Tang to Ming
dynasties.)
2. Students write a short statement integrating the words cultural
diffusion, interdependency and interaction to summarize aspects of
trade during the Middle Ages in Africa and Asia.
EVALUATE
Suggested Day 3 (continued)– 30 minutes
You are a trader living during the time of the Pax Mongolia, or Mongol
Instructional Note
peace. You have traveled on the Silk Road, West Africa and the Indian Marco Polo’s journals are available for reading
Ocean. Write a journal entry that compares your experiences in each
online.
region. Include a comparison of what was traded, transportation
challenges, geographic obstacles and at least two ideas that were
spread (diffused). (WH1C: WH.4H, WH4I; WH.4J; WH.15B; WH.16A,
WH16B; WH27A; WH.29F)
• 3G; 5G
©2013, TESCCC
01/08/13
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