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“Silk Road” Justin Detmers, RX/CF Objectives: PRACTICAL GOALS/OUTCOMES: Students will know that Silk Roads established means of transportation that would allow for economies to develop cultures, ideas, philosophies, and religions to spread. Students will learn of the “Silk Road” & its place in history; an overview of terms, concepts, examples of significance. Students will become familiar with interdisciplinary skills associated with history, economics, geography, and even making relevant connections to importance of the process of global trade in our modern world. Critical thinking skills will be honed as ties are made to contemporary life. Patterns of movement and trade, economic motivation, exchange of culture/ideas, goods… CONTENT STANDARDS: WHG ERA 4: Expanding & intensified hemispheric interactions 4.1 Cross-temporal or Global Expectations 4.1.3 Trade Networks and Contact F1 - Habit of mind: periodization, major turning points, global, interregional, and regional interactions. F3 – Implicitly F3 Growth and Development of World Religions 4.3.3 China to 1500 F4 - Regional Interaction Economics Content Expectations - Economics Literacy; brief economic reasoning K1.4 Understand economic perspectives. K1.5 Understand the diversity of human beings and human cultures Procedure: Introduction - Pre Assessment1: (5 minutes) Using a US map and prior knowledge, individually identify well known places that specialize in specific products that are produced there. US Mapping – ‘Product & Place’ activity. - Give 2 minutes to allow class to place different products produced in specific places - Ask for volunteers to share *Any students that are ESL will receive notes sheet in their native tongue. Go Over notes together: (2-3 minutes) Students participate by reading information aloud. Key Terms/Skills: Vocab - Silk Road, Specialization, Production Mapping Skills - Identify: China, India, Roman Empire Econ Skills - and various goods each civilization specialized in antiquity; foundations of trade and global economies Big Ideas: Patterns of movement and trade, economic motivation, exchange of culture/ideas, goods, and so on. Silk Roads establish means of transportation that would allow for economies to develop cultures, ideas, philosophies, and religions to spread. Assessment 1: (5 minutes) Teacher will see retention by how students fill out the blank Eastern Hemisphere Map (Using notes, students will identify and label places in the ancient world that specialized in specific products). 1 Note the teacher buzz/vocab words thrown in throughout the plan; it may help an eager student feel that much better about interviewing for a job someday. Additional Notes & Review: (7-10 minutes) Check our clothing labels and ask questions about modern specialization. Then review with powerpoint. Post Assessment, Assessment 2: The following day the class will enter with an unexpected quiz which includes multiple choice answers, fill in the blank, and a blank map. The quiz will not be graded (relieving pressure from the student). Data will be taken to see what students learned; teacher will appropriately reteach. Guiding Questions for TE discussion: 1. What did identify in this lesson prior to seeing this sheet? 2. What was foreign, surprising, or invisible? 3. What types of learners would benefit from this lesson? 4. What types of learners would struggle with this lesson? 5. Where there any accommodations? What were they? 6. How specifically did this follow the Backwards Design method? 7. What does this do to your understanding of planning? (Consider goals, consider content, consider methodologies, and etc.)
"Silk Road Plan"