Justin Detmers, RX/CF
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…
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
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.
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
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).
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
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.)