Indian Ocean Trade Lesson Plan Brad Burzumato- Albemarle High School

Transcription

1 Indian Ocean Trade Lesson Plan Brad Burzumato- Albemarle High School Context 10 th Grade AP World History Class Unit 3: Lesson 12 (Lesson 25 Overall) For homework the night before, the students will have read the second half of the Textbook chapter covering what was going on in Europe between CE, and taken Cornell Notes. The sections they were assigned to read cover the Islamic and Mongol Empires, early European exploration and trade, as well as a brief overview of the civilizations in Pre-Colombian America. This lesson comes near the end of the Unit, when discussing the Big Idea of Trade. Standards: College Board s AP World History Key Concepts a, c-d Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks 1. Improved transportation technologies and commercial practices led to an increased volume of trade, and expanded the geographical range of existing and newly active trade networks. a. Existing trade routes flourished and promoted the growth of powerful new trading cities c. The growth of interregional trade in luxury goods (such as Silk and cotton textiles, Porcelain, Spices, Precious metals and gems, Slaves, and Exotic animals) was encouraged by significant innovations in previously existing transportation and commercial technologies, including more sophisticated caravan organization; use of the compass, astrolabe; And larger ship designs in sea travel; and new forms of credit and monetization. d. Commercial growth was also facilitated by state practices such as the Minting of Coins and Use of paper money Objectives (KUD format) Students will Know: The basic geography of the Afro-Eurasian Exchange Network, that stretched from Indonesia and Japan to England, via overland and sea trade routes. That many goods were traded through the postclassical trade networks, such as textiles (silk, linen, and wool), raw materials (ivory, lapis lazuli), and spices/seasonings (cinnamon, pepper, olive oil). That the trade of luxury goods was a long, expensive and difficult process, but the economic factors were strong enough to promote changes, such as technological improvements and European Exploration That Cultural and Political changes in Afro-Eurasia had Economic effects throughout the world Students will Understand: that economic forces have a strong causal relationship to exploration, innovation and expansion Students will Be Able To: Describe how goods traveled across the Post-Classical Afro-Eurasian Exchange Network. Articulate the challenges faced by people in this time and place and predict the changes that would be caused by these challenges. Assessments: Diagnostic, formative, and summative Diagnostic: Before the activity, the students will take a geography quiz which will give them an opportunity to review world geography. We will also briefly discuss their homework reading and how it relates to trade networks, to assess their understanding of global trade networks and correct any misconceptions Formative: Questions for understanding during and after the activity, making sure they are answering the questions and making progress towards the objectives. The packets will be collected, graded, and returned with feedback. Summative: Multiple Choice Questions about Global Trade Networks, as well as DBQ on Religious attitudes towards Trade on the Period 3 Test and on the AP World History Test in May. Instruction (Procedures): (45-50 minute lesson; 80 minute class period) 1. Beginning of Class: The students will spend the first 30 minutes of class taking a global geography quiz. After the quiz, we will go over the answers, to ensure everyone has a correct understanding of the geography of the regions in the simulation.

2 2. Introduce Activity (5 minutes) a. First, I will put the students into 8 groups of 2-3 students each, using the method I call intentional counting, the desks will be arranged in a single large circle. b. I will then introduce the activity and assign each group their Regions. Each group will have to choose one person to serve as the Buyer while the rest of the group will be the Sellers. 3. Group Work (15-20 minutes) a. I will then instruct them to read and answer the questions on Page 2 of the packets. b. After ~10 min, we will go over their answers as a class, to make sure we are all on the same page. 4. The Trading Period (15-20 minutes) a. They will then be given 90 second periods with which the Buyers can travel to other groups (but only those with which they overlap) and trade gold for commodities, with the intent of getting as much gold and as many different goods as possible, with their primary goal being the acquisition of their desired good, and of Silk. b. The sellers will be responsible for trading goods with the buyers, as well as setting prices. Sellers can sell any good they have in their inventory. Prices can be haggled over, but all trades must be completed within the 90- second window. c. After each trade, the seller records it in their own ledger, while the buyer returns to their seller to report the trade. d. After each 90-second period, there will be a 60-second period where the groups meet, update their ledgers, and plan for the next round. e. There will be as many rounds as possible in the class period, while leaving time for the debrief at the end of class, (roughly 6-8 rounds). 5. Debrief (10 minutes) After all trading is complete, the students will, in their groups, calculate their scores, and answer the Post-Activity questions. We will end class discussing what we have learned about trade and the exchange of goods by going over these questions. The big walkaway message is how hard Trade was for the Europeans and getting the students to use their prior knowledge to make the connection between this simulation and the period European Exploration/Colonization that will come in the following unit. Materials: Geography Quiz Trade Simulation Packet and Ledger Sheet Instructional Powerpoint (optional) Technology Use: None needed, although Powerpoint can be used as an Instructional Aid. Attention to Individual Students Needs Trade Packet has scaffolding and guiding questions to help students understand what they should be thinking about. Through intentional counting (meaning that I will count them off in a way that seems random, but I have planned the order I count to pair students with the best partners), I will put students into groups where struggling students can be supported by stronger students. *Note: This is a lesson I taught during my student teaching, adapted from

3 Your Sub Region Circle One: Buyer or Seller Afro-Eurasian Exchange Networks Post Classical Trade Simulation Exchange Region (Subsystem) Location Commodity # of Commodity Wealth South China Sea Circle VIII Silk Bay of Bengal/Straight of Malacca Circle VII Ivory 5 10 Arabian Sea Circle VI Cinnamon 8 10 Red Sea Circle V Linen 9 10 Persian Gulf Circle IV Lapis Lazuli 3 15 Silk Roads Circle III Pepper 8 15 Mediterranean Circle II Olive Oil Western Europe Circle I Wool 7 10 Afro-Eurasian Exchange Systems c The map breaks down two of the major exchange systems (trade routes) during the 13 th & 14 th centuries. It divides them into eight regional exchange systems and gives some idea of how they interacted (where the circles touch). So how did this network of trade circles work? How did people in France get the silk they needed from China, and how did the Chinese get their olives from Greece?

4 Pre- Activity Questions What is Trade? What are its Causes? What are its Effects? Why is trade important to Historians? Look at your region Who are you (Europeans? Mongols? Chinese? Etc.)? Who are your friends in the world? Who are your enemies? Are you primarily Catholic or Orthodox Christian, Muslim, Buddhist, Confucian or a mixture? Look at each region on the map on page 1. List which other regions they over lap with. These will be the regions they can trade with I: II: III: IV: V: VI: VII: VIII: Pick the top item from the list on page 1 that your region would really want. List the steps that it would take to get the item. Remember you can only speak with those areas you overlap. Item: Steps:

5 Rules 1. Each Round will last 60 seconds, with a 30 second break between each round. 2. Buyers: You may travel to trading posts (sellers desks) of those regions with which you overlap ONLY to buy goods. 3. Sellers: You will make deals with the buyers, you are responsible for setting your own prices. 4. Goods may be traded for gold only (no trading goods for goods) 5. Sellers, you may sell any good you have in your inventory, however, if you are selling someone else s good, you MUST sell it for more than you bought it. 6. After each round, buyers will go back to the sellers and you will update your ledgers so that they match. Points At the end of the last round, you will tally your goods and gold and be awarded points for the following: 10 points if you have SILK in your inventory. 5 points for each different type of good you currently have in your inventory. 3 points for each trade you made 2 points for each Gold you have in your account. Post- Activity Questions Did you get the commodity you wanted? Why or Why not? What made you successful or unsuccessful?. Who wins at trade in this system? Who loses at trade? What happens to goods as they move across Afro-Eurasia? What did the introduction of religious taxes do to trade? What did the fall of the Mongol Empire do to trade? What are your overall impressions of Trade at this time?

6 Trade Ledger Round Commodity # Wealth (+/- ) Wealth Total Ex. Pepper Running Totals Commodity # Example: Pepper 8, 6, 5, 3, 1 Initial: Final Score: