Goals & Objectives - Walking to Medieval China



Walking to Medieval China ‖ Let’s Go! The Silk Road!Goals & ObjectivesStudents will be able to describe a merchant’s journey along the Silk Road. Students will partake in a simulation of the Silk Road to better understand the fragmented nature of trading along the Silk RoadCalifornia State Content Standards 7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.7.3.2 Describe agricultural, technological, and commercial developments during the Tang and Sung periods.7.3.4 Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty. Common Core Literacy StandardsCCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).Driving Historical QuestionHow did trade occur over the Silk Road?Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 MinsThe teacher will explain the rules and conduct for the simulation. Following this, the teacher will briefly cover the different roles that students will play during this simulation. Students will also assist in setting up the classroom if needed.Vocabulary (Content Language Development) ‖ Time: A number of new words will come up in students exploration of the Silk Road. While this content will be set up in a previous lesson, student’s understanding of these terms will be put to the test during the simulation. These terms will include:MerchantSilkPorcelainCaravanBazaarContent Delivery (Method of Instruction) ‖ Time: 30 MinutesTeacher will divide students into their groups and monitor student behavior throughout the simulation.Student Engagement (Critical Thinking & Student Activities) ‖ Time:Students will play the parts of merchants at different sections of the Silk Road. Their groups will be broken into three sections: Europe/Mediterranean, Central Asia, and East Asia. Each group will be given a set of cards representing trade goods from their region as well as money they can use to purchase other region’s goods. Groups cannot leave their own region and hence must trade with regions that border their own; for example, someone from Central Asia can trade with either Europe or East Asia but someone from Europe cannot directly trade with East Asia. Each group’s goal is to gain the most profit while minimizing their losses in trading. Groups will keep track of their trading through their Trading Logs. Lesson Closure ‖ Time: 10 MinutesOnce students have concluded their trading, the teacher will gather students together and debrief them about what they have experienced. The teacher will guide a discussion among the students regarding the type of trade that occurred in the simulation and how it represents the kind of trade that occurred on the actual Silk Road. They will also be asked to consider how the distance that goods would have to travel would affect their prices. Given the number of traders it had to pass through, would merchants raise prices just to make a profit?Assessments (Formative & Summative)Formative: The Silk Road simulation itself. Students will take the role of traders at different sections of the Silk Road and try to make a profit from their own region’s trade goods.Summative: A mostly informal discussion will be held at the end of the simulation. While mainly there to debrief students on the simulation, it will serve as a way to see how students are connecting the activity to their understanding of the Silk Road.Accommodations for English Learners, Striving Readers and Students with Special NeedsGiven the spatial nature of the simulation, kinesthetic learners will benefit from this lesson. The game like nature of the simulation, combined with the inherent group structure, will provide a supportive environment for students.Resources (Books, Websites, Handouts, Materials)Original Simulation Plan (included on website), trade goods cards, play money, trading record sheets. ................
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