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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 page 2 of 6 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 page 3 of 6 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 page 4 of 6 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 page 6 of 6