Unit 3 Performance Based Project Due Date: 9/1/2011
Merchant, Warrior or Religious Pilgrim?
Enduring Understanding: The student will understand that the culture of a society is the product of the religion,
beliefs, customs, traditions, and government of that society.
Enduring Understanding: The student will understand that when there is conflict between or within societies,
change is the result.
Enduring Understanding: The student will understand that the actions of individuals, groups, and/or institutions
affect society through intended and unintended consequences.
Enduring Understanding: The student will understand that location affects a society’s economy, culture and
development. The student will understand that the movement or migration of people and ideas affects all
Directions: You are a 15th century merchant, warrior or religious pilgrim who is planning where your safest and most
successful travel could occur. Your travel will allow you to be the first person in your kingdom (real or fictitious) to report
back to your ruler about what you see and what you can tell him about the area of your travel. This should bring you a
fine reward. You will form groups (no more than 3 per group) in order to determine what the most common travel
routes are and which routes are safest.
You have been asked to research the trade routes and the goods commonly traded between Russia, Asia, Africa
and the Eastern Mediterranean in the 1400’s.
Groups will research the following background information:
Identify the growing conflicts between Turks, Mongols, Europeans and Muslims that disrupted trade and
established religious and political rivalry by the 1400’s.
Identify the trade routes and the goods that flowed along the trade routes. Information about the changes in
trade during the 1400s should be investigated.
Groups may share information with other groups to consolidate information on the topic.
After group research is complete:
Directions: Each student will write a letter assuming a traveler personality from the Byzantine, Muslim, African or
Russian perspective. This traveler may be fictional or real; merchant, warrior or religious pilgrim. The letter’s purpose is
to explain to the letter’s recipient (ruler of the kingdom) the problems facing a traveler attempting to go through the
Mediterranean, Sahel and/or Black Sea regions in the 1400’s. This letter may warn the ruler to protect merchant
shipping and travel in certain areas, it may encourage the ruler to take advantage of a good prospect for greater trade or
it may suggest ways for the ruler to take advantage of information about conflicts among other nations.
In your letter you will include a paragraph on each of the following:
1. The nature of difficulty of travel due to religious conflict
2. Security of trade routes (recent conflicts or changes in political control will affect the safety of travel. Reference
should be within a 50 year time period of 1450).
3. The kinds of trade goods moving across the trade routes.
4. The letter should make reference to at least two cultural traits typical of this merchant’s Byzantine, African,
Islamic or Russian background. This might include a reference to the value of icons, the use of Greek or Cyrillic
alphabet, Islamic scholarship; or familiarity with Byzantine, Russian or Islamic architecture
The following instructional plan is part of a GaDOE (Georgia Department of Education) collection of Unit
Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History
*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product
rubric. The content rubric (with bolded borders) is designed to measure how well a student can use the standards
to demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task.
This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It
is intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students.
Additional Resources for Unit 3 Performance Based Project
Code of Justinian
Byzantine Studies Page
Scale Criteria 4 Exceeds 3 Meets Expectation 2 Needs 1 Below
Expectation Improvement Expectation
The student In addition to everything Provides a variety of Provides accurate detail Provides only minimal
explains the nature in 3 (meets standard): facts to describe the about the type and facts with only some
of religious conflict examines the economic conflict. Details describe extent of conflict. degree of accuracy;
in the consequences of the shift not just the nature of the Detail represents the deals only briefly and
of power in the region conflict, but the changing strength of Muslim vaguely with regions
and considers the long power relationships. forces against the
Asian, African range changes that could These may include the Byzantines, the
and/or Black Sea occur with the fall of the growing weakness of changing role of the
regions. Byzantine Empire, the Byzantium and emerging Russian state, effect of
rise of Russia, the state of possibilities for Russia, Mongol expansion and
the African kingdoms and growth and decline of African changes.
the Mongol transitions. African kingdoms, or
changes in Mongol
The student In addition to everything Many trade goods are Some trade goods are Some trade goods are
explains that trade in 3 (meets standard): mentioned, and multiple mentioned, and some mentioned, but no
goods and economic discusses problems/issues aspects of results of connection to conflict connection to the
vitality were emerging from conflict conflict are explored. is discussed. relationship of conflict
and the links between is mentioned.
threatened by the
economic stability and
conflicts the success of the
In addition to everything Links between insecurity The student references The student references
The student in 3 (meets standard): and conflict are made insecurity and links it insecurity and does not
describes the information is given with reference to to conflict in a non- reflect the link to
conflict between about consequences to the specifically located trade specific way with only specific conflict. No
Byzantium and the disruption of trade along routes. general reference to reference to location of
Turks, regional the specified trade routes location of routes. routes in made.
transitions with the
regional decline of
kingdoms in Africa
led to insecurity of
trade routes and
reduction in trade
Everything in 3 PLUS: Two aspects of culture Two aspects of culture Two aspects of culture
The student Additional cultural are mentioned, and detail are mentioned, and are mentioned, but there
describes the references are evident is provided that explains some explanation of is no explanation of how
cultural references while the student how these aspects of their impact on the they affect the
to identify the examines the changes that culture affect daily life. merchant is given. character’s life
perspective of their the merchant may face as
merchant character. a result of the conflict.
Total Points Earned: ___________ X3 = ______________
Scale Criteria 4 Exceeds Expectation 3 Meets 2 Needs 1 Below Expectation
Students produce a Makes excellent use of Makes good use of Makes use of font, color, Use of font, color, graphics,
product that is font, color, graphics, font, color, graphics, graphics, effects, etc., effects, etc., but these
attractive effects, etc. to enhance effects etc. to but occasionally these often distract from the
the presentation. enhance the detract from the presentation of content.
presentation. presentation of content.
Students produce a Content is well organized Uses headings or Content is logically There was no clear or
product that is using headings or bulleted bulleted lists to organized for the most logical organizational
organized. lists to group related organize, but the part. structure, just lots of facts.
material. overall organization
of topics appears
Students produce a No misspellings or Three or fewer Four misspellings and/or More than 4 errors are
product that exhibits grammatical errors misspellings and/or grammatical errors. spelling or grammar.
proper mechanics. grammatical errors.
Total Points Earned: ___________ X4 = ______________ + 4 (if all benchmarks were met) = ________________