Are We There Yet??

Essential Question: How did the Silk Roads improve trade? General Outcomes: NCSS: Science, Technology and Society WG.1a, b, d

Megan Smith

The student will use maps, globes, photographs, and pictures in order to a) obtain geographical information and apply the concepts of location, scale, and orientation. b) develop and refine his or her mental maps of world regions. d) analyze and explain how different cultures develop different perspectives on the world and its problems. Learning Outcomes: In the study of the Silk Road SWBAT define what the Silk Road was and how far it stretched (knowledge). In the study of the Silk Road SWBAT classify what ideas and goods were spread from west to east, and east to west (comprehension). In the study of the Silk Road SWBAT see how the Silk Road was able to form by an activity using yarn (application). In the study of the Silk Road SWBAT recognize that all civilizations have an impact on one another by the spread of goods and technology along the Silk Road (analysis). In the study of the Silk Road SWBAT to summarize ideas, goods and technology spread through the Silk Road and why it was so important (evaluation). Assessment Methods of Evaluating Students Progress/Performance: The students will be assessed throughout the lesson. The anticipation guide will be turned in for a grade in the grade book while the hook will be judged on participation. Students participation in group work will be examined throughout the lesson. Content Outline:

East and West Asian civilizations that have often received short shrift in the secondary-school curriculum can be brought to life through study of the history of the Silk Roads. Even nineteenth and twentieth-century relations between Asia and Europe, when the Silk Roads appear to have lost much of their significance, can be profitably analyzed through examination of clashes of interests along these old East-West caravan routes. travelers, merchants, missionaries, adventurers, entertainers, and otherswho embody the central historical themes Second century, b.c.e. to the second century, C.E., the era of the initial development of the various Silk Roads and the establishment of the oases and towns which connected the Han dynasty (206 B.C.E.C.E. 220) of China with Central Asia and West Asia. The collapse of the Han and of the Parthian Empire of Persia diminished commerce and travel along the East-West trade routes. The second period stretched from the seventh to the late ninth century, the time of the cosmopolitan Tang dynasty of China and of the expansion of Islam from the Arab world through Persia to Central Asia. The gradual decline and downfall of the Tang in the late ninth and early tenth centuries and the growing turbulence in Central Asia resulted in virtual cessation or at least dramatic reduction of commerce on the Silk Roads. The third period, which encompassed the thirteenth and fourteenth centuries, coincided with the rise and expansion of the Mongol empire, whose leaders favored trade and whose conquests led to a Pax Mongolica over much of the traditional Silk Roads, facilitating trade and travel along many of these routes. The disintegration of the Mongol Khanates, together with the discovery of the sea routes from Europe to Asia in the late fifteenth century, disrupted the Silk Roads trade and led to decline in parts of Central Asia. Ocean-borne commerce superseded overland trade on the Silk Roads. The fourth period, which spans the late nineteenth century to the present, started with the Tsarist Russian expansion into Central Asia in the 1850s and 1860s and with the explorations and other activities of Western and Japanese scientists, adventurers, and scholars in the region in the late nineteenth and early twentieth centuries. It then continued into Nationalist Chinese, Tsarist Russian, Japanese, USSR, and Chinese Communist rivalry and domination in Central Asia, the indigenous ethnic and religious revival in response to such foreign control, and the establishment of independent countries in the area in the late 1980s and early 1990s. The Silk Roads may at present witness a resurgence, but they must now be referred to as the Oil and Gas Roads, as Azerbaijan, Kazakhstan, Turkmenistan, and perhaps Mongolia gush forth with the new gold of petroleum, a resource which offers the region greater significance in the modern world. Study of the Silk Roads offers opportunities to consider major themes in Asian historythe significance of trade, the spread of religions, the diffusion of technologies and artistic motifs, and the development of powerful military forces and empires. Silk Roads trade, which required (1) a string of oases and towns offering shelter, food, and water to travelers; (2) guard stations to warn merchants of dangers en

route; (3) interpreters and translators; (4) guides and camel grooms; (5) capital to fund the caravans; (6) written or oral descriptions of the routes; and (7) stable governments in at least China and Persia to keep the caravans free of bandit harassment. These conditions persisted for several centuries or until the collapse of the Han. Without a central government in China, commerce along the Silk Roads steadily diminished. The collapse of the Mongol empire and the late fifteenth-century discovery of the sea route from Europe to Asia led to a precipitous decline of the Silk Roads trade in Central Asia, the crossroads for this commerce, until the late nineteenth century. The flourishing oases and towns sank into poverty, and nomadic empires, such as the Xiongnu and the Mongol, could no longer match the advanced military technology (guns, rifles, cannons, etc.) and the growing populations of the neighboring civilizations. The oil and gas discovered in Azerbaijan, Kazakhstan, Turkmenistan, and Mongolia have inspired visions of a revival of the Silk Roads in the form of oil pipelines and of a resurgence of trade throughout the region, potentially offering great economic leverage to him and his people.

Student and Teacher Activities with Estimate Time Blocks: Set Induction: (10-15 minutes) The class will start with the teacher explaining that todays lesson will be on the Silk Road in China. The teacher will then hand out the anticipation guide to the students. The teacher will then explain that the anticipation guide will help the students activate their prior knowledge and understanding of Ancient China. All textbooks will be closed during this period. At the top of the anticipation guide will be an example that the teacher will demonstrate to the class. This example and explanation by the teacher will ensure the students know how to complete the rest of the anticipation guide. The teacher will give the student three minutes to finish the questions individually. After the students fill in their predictions, a space will be provided to for the students to explain why they think the answer is true or false. When the three minutes is up, the students will be given two minutes to share their answers with a partner. While the students are sharing their answers, the teacher will walk around the room and ask various groups their answers. This is a good part of the set induction to get students who are timid and shy to become involved in the class. The teacher will then bring the class back together to discuss their answers and the reasoning behind them. Hook: (10 minutes) The teacher will take the students out into the hallway and give each of them a piece of candy. The students will lay out a piece of string the length of the hallway and are

instructed by the teacher they are to trade with their peers until they receive the piece of candy that they desire. The reason for the activity is to show the students how the Silk Road worked. The goods and technology were passed along the Silk Road and changed society. The teacher will give examples of new technology that were passes along the Silk Road which included silk, spices and even people who were used a laborers. The class will head back into class, with their piece of candy and begin the main part of the lesson. Lesson Body: (60 minutes) The teacher will bring the class together and have the class read as a whole the introductory section of the reading they glanced at during the set induction. The teacher will go over the section with regard to the anticipation guide and will show students how they got their answers. When the introductory section is done, the teacher will have the students read in groups of three to four students to find the rest of their answers. The teacher will walk around to make sure groups are on task. The teacher will make sure to keep all the students involved by asking questions as he/she walks around. When the given time is done, the teacher will bring the class together in order to evaluate the answers and discuss why the students chose the right or wrong answer. The teacher will then go into a brief lecture of the ideas, goods and technology that were spread along the Silk Road and why the Silk Road was so important to religion, culture and quickly changing societies. The teacher will give the students the impressive invention handout and discuss key inventions that took place during the time of the Silk Road and why the inventions were able to flourish. A power point will guide the students visually as the teacher discusses the Silk Road with the students. The students will take notes as the teacher gives the lecture. (Students were taught note taking skills in a previous class session) Exit Pass: (5 minutes) The teacher will have the students turn their anticipation over and answer this question as an exit pass. In your opinion, what was the most influential idea or good that was spread along the Silk Road and why? Materials Needed for Lesson: The Ancient World, textbook Anticipation guide handout (provided by teacher) Power Point Impressive Inventions handout (provided by teacher) Differentiation for Special Needs:

For the people who are moving faster with their anticipation guide, they can fill in why they chose true or false in the space provided. For the struggling students, this can be optional in order to keep the class together during the lesson. The Power Point will allow visual learners to see the information while auditory learners will be able to listen to teacher. The anticipatory guide provides extra reading practice for the students and allows for them to think about what they are reading and activate their prior knowledge. The hook allows for kinesthetic learners to get up and move around while learning about the Silk Road. Subject Matter Integration/Extension: This lesson fits in beautifully with a unit on Ancient China. The Silk Road is a key concept that students must understand in order to see how goods, ideas and technology were passed in a time when automobiles, telephones and the internet were not around. Students need an understanding of the Silk Road to understand culture in the ancient world. Reflection/PPTs in Lesson: This lesson fits in with my philosophy of teaching by requiring the students to read while giving them a pre-reading and during reading activity to ensure their prior knowledge is activated and to ensure they are doing something during the reading. This lesson also allows for all types of learners to succeed. The hook allows for kinesthetic learners to move around while learning, the Power Point allows for visual learners to see what they are learning while the auditory learners are able to listen to the teacher and take their notes through listening.

Anticipation Guide

Name: ________________________________________

Date: ______________

Directions: Please read the following true and/or false statements. Place a T in the space provided if YOU believe the statement is true. Place an F in the space provided if you believe the statement is false. If finished early, explain why each statement is either true and/ or false in the space provided. You Example ___T__ _____ We are learning about Ancient China Author

Why: Because the unit we are studying is about Ancient China. ____ Why: _____ _____ 2. The Silk Road connected Rome and China ____ 1. The Silk Road was more than 4,000 miles long

Why: _____ _____ 3. The Silk Road was a great trade route

Why: _____ Why: _____ 4. The Romans did not like trading with the Chinese

Impressive Inventions

The Chinese were more developed than any other ancient civilization. The Europeans sailed to China to bring back many of these treasured inventions. A few of these inventions are below. Fireworks: The first fireworks were probably made by stuffing gunpowder into some bamboo sticks. Gunpowder was possibly discovered by Chinese medicine men searching for healing plants and cures. They thought that the explosions would scare off evil spirits and ghosts. The tradition of lighting fireworks off on holidays is still very popular in China. Mulberry Bark Paper: Before paper was invented, the Chinese kept records on strips of bamboo but they stopped this idea because the bamboo took up too much room. So in 105 A.D., Ts'ai Lun had a great idea, Re mixed together mushy mixture of mulberry bark, hemp, rags and old fish nets. That's how they made paper! The Abacus: An abacus is a row of beads on a metal rod that is used for calculations. This was invented by the Chinese sometime in the second century B.C. Few Chinese are so skilled that they can figure out a difficult math problem on an abacus faster that a person using a calculator! The abacus was an early form of a calculator. Silk: A few centuries ago, the European traders came to get the smooth silk from the Chinese. Only the Chinese knew that silk was made from silkworms because they kept the secret to themselves. It takes forty-thousand silkworms to make just five and a half kilograms of silk! Silk is cool in warm weather and warm in cold weather. The Compass: The Chinese were the first to use a lodestone which was a magnetic object that could show direction. The Chinese would use it for finding a good place to bury people. The travelers later used it to guide them in the ocean. The lodestone was finally replaced by a magnetized needle. Kites: The Chinese were the first people to ever make and fly kites. Some Chinese kites are designed as animals and they can roll their eyes. Other kites can flap their wings. The national kite flying day is every year in April. Some Chinese kites are so big that it takes four to five people to make it move and work.. Porcelain and China: Porcelain is usually white or cream colored. The first porcelain pots were usually left that color when they made it. Artists started using paints in the thirteenth century. A color of blue from the mineral called cobalt was very popular all over the world because it was blue and white. Porcelain is made from coal dust and a type of fine, white clay called kaolin. It is baked at 1200 degrees Centigrade but but ordinary ceramics are baked at 500 degrees Centigrade. Chinaware was one of the first crafts in China. Pottery was made first for everyday use. The porcelain finally became known as China. Earthquake Sensor: The Chinese developed a way to see if an earthquake was coming. It was a bowl with dragons on the outside holding marbles. If an earthquake shakes the

ground, the marble will fall out of the dragon's mouth, into a cup underneath the dragon, and the Chinese would know if an earthquake was coming. Other Chinese inventions are: the clock, the wheelbarrow, the crossbow, the animal harness, the printing press, ink, and playing cards.