The Silk Road and World Trade

 Map of the Silk Trade Route

https://commons.wikimedia.org/wiki/File:Silk_route.jpg

Marco Polo's Route

https://en.wikipedia.org/wiki/File:Travels_of_Marco_Polo.svg

Voyages of Zheng He

https://commons.wikimedia.org/wiki/File:Zheng_He.png

The trade routes that we collectively refer to as the Silk Road started as far back as 2,200 years ago. Although the types of trade goods were varied, it is called the Silk Road because of the demand created for silk from China. 

While we may tend to emphasize the economic implications of these trade routes including cities created as stopping points that became wealthy, a much more important trade was taking place throughout this period, the trade of culture. Languages, mathematics, literacy and religion were all shared throughout large areas of the world because of these trade routes. 

Essential Question: What led to the rediscovery of the Americas and its colonization?

Engage: 

• We know that Columbus 'rediscovered' the Americas, but what events led to the need for this exploration?

Explore:

• The Silk Road and Ancient Trade: Crash Course World History #9 (10:30)
• Int'l Commerce, Snorkeling Camels, and The Indian Ocean Trade: Crash Course World History #18 (10:14)
• Columbus, de Gama, and Zheng He! 15th Century Mariners. Crash Course: World History #21 (10:37)

Explain:

• Why did I include the time stamp for the questions on the video questions?
• What can you tell from the time stamps?
• How can you use this information to inform how you approach questions over audio/videos?
• How did trade drive the sharing of culture?
• Why did Columbus look west for a route to India?

Evaluate:

• The Silk Road #9 Questions
• Int'l Commerce #18 Questions

Expectations: 

• During class instruction/work time you will follow all directions.
• Stay seated and do not talk while taking the vocabulary assessment.
• While working you may talk quietly and go to supply table for supplies.
• The Int'l Commerce #18 Worksheet will be due Tuesday, September 5. You will receive half credit after that date.
• When finished place the worksheet in the tray.

The First American Immigrants

https://en.wikipedia.org/wiki/File:Glyptodon_old_drawing.jpg

The history of the Americas started well before Columbus. Unfortunately, because of the lack of or destruction of written histories, archaeologists have to rely on the discovery of artifacts to further our knowledge of these peoples. In this lesson we will learn about different theories of migration and also discover that this area is constantly changing and updating do to new discoveries. 

Essential Question: Where and when did the first immigrants to the Americas arrive?

Engage:

• Review the Kenniwick Man lesson

Explore:

• Video: In Search of History The First Americans (42:15) (1998) IMDB Page
• Tracking the First Americans (2015) National Geographic Magazine
• Kenniwick Man Wikipedia 

Explain:

• How did the first immigrants come to the Americas?
• When did the first immigrants come to the Americas?

Evaluate: 

• Video Worksheet
• Worksheet in Spanish

Extend:

• Tracking the First American (2015)  National Geographic Article
• How did the Clovis Point Become an Archaeological Icon?

Expectations: 

• During class instruction/work time you will follow all directions.
• Stay seated and do not talk while taking the vocabulary assessment.
• While working you may talk quietly and go to supply table for supplies.
• The First American Immigrants Worksheet will be due Thursday, August 31. You will receive half credit after that date.
• When finished place the worksheet in the tray.

50 States Map Test

It is rare that you get a real life example of why learning something in class is worthwhile. This isn't the only, or even best reason, to learn where countries are, but it might keep you from being embarrassed as an adult.

If you are unfamiliar, Geography Now is a great resource to learn facts about countries. Unfortunately there is no video on the United States yet, they are working alphabetically down the list, we are lucky a video was created on the 50 states. We will watch this about mid-way through today's lesson. 

 

The first activity will be for you to label a paper map of the 50 states. Afterwards play the game below and see how well you do. Let me know what your first score is so I can record it.

https://www.sporcle.com/games/Matt/find_the_states

We will take an assessment of the 50 states next week. Make sure you spend some time reviewing, you don't want to end up looking dumb in a Jimmy Kimmel video, do you?

EQ: Can you identify the 50 states?

 

Engage:

• Pre-Assessment: 50 States Quiz (print) .
• Can You Name a Country? Jimmy Kimmel video (3:44)
• All 50 States Summarized Geography Now (13:01)
• Territories of the USA Geography Now (10:50

Explore:

• Label a map of the 50 states

Explain:

• Where are the 50 states located?

Evaluate:

• Post Assessment 50 States Quiz

Expectations:

• You will have a maximum of 3 days in class to prepare for the assessment.
• The map is a study aid. It is not for a grade.
• Working with a partner is encouraged.
• Assessment is Thursday, August 31. 

Kennewick Man: Who is Right?

 

Kennwick Man

Today we will explore the story of Kennewick Man. As you explore the topic keep in mind the following questions:

• How did this story evolve over time?
• What eventually happened to Kennewick Man?
• What should have been done with the remains?
• What would you want to have done with the remains if they were your ancestor?
• According to the map below, what indigenous people group use to live here in southwest Missouri? 
• What should you do if you find the remains of an indigenous person?

https://commons.wikimedia.org/wiki/File:Early_Localization_Native_Americans_USA.jpg

• What Indigenous people group live where we are today?

Essential Question: Should scientists be allowed to study the remains of indigenous peoples?

Engage: What would you think if a scientist dug up the remains of an ancestor to study?

• Vocabulary Activity: There are 7 vocabulary words the students will define using their

        own words as well as draw a picture of what that word means to them.

• On occasion, archaeologists have dug up the remains of ancient Native Americans.
• Should scientists be allowed to study these remains?
• Native Americans feel such remains should be immediately reburied according to Native

        American customs.

• Scientists worry that if reburied, the remains will deteriorate and lose their value

        for present and future scientific study.

Explore: 

• Discover Magazine: The Earliest Immigrants video (24:10)

Elaborate: 

• The Kennewick Man Finally Freed to Share His Secrets Smithsonian.com Sept. 2014
• Easy to read copy of above article.
• Kennewick Man Wikipedia Article

Evaluate:

• Kennewick Man Worksheet
• Kennewick Man Vocabulary Assessment

Expectations: 

• During class instruction/work time you will follow all directions.
• Stay seated and do not talk while taking the vocabulary assessment.
• While working you may talk quietly and go to supply table for supplies.
• The Kennewick Man Worksheet will be due Wednesday, August 30. You will receive half credit after that date.
• When finished place the Kennewick Man Worksheet in the tray.

The Footsoldier of Birmingham

Look at the picture above.  What are we seeing happen here? Then we will listen to the podcast by Malcolm Gladwell. Is what we believe to have happened what actually happened?

After the lesson you will need to answer these questions:

1. Can the art we create be used to influence belief systems? 
2. As we examine the story as well as look at the statue and the picture from which the statue comes, what can we learn about ourselves and how we react based upon what we have learned?
3. How will this change your view of historical artifacts as we move forward?

Essential Question: Does the Foot Soldier of Birmingham statue have historical value?

 Engage:

• Birmingham in Early 1963: The March (4:35)

Explore:

• Birmingham Campaign Dogs Picture (10 minutes) Think-Pair-Share Activity
  1. What is happening in this picture? 
  2. When do you think this picture was taken?
• Podcast Revisionist History: The Footsoldier of Birmingham  (34:00)
• Transcript of the podcast.
• Foot Soldier sculpture picture

Explain: 

• Is the statue a reliable representation?
• The statue is a misrepresentation of the facts. Does this matter as an art piece? 

Evaluate:

• Foot Soldier of Birmingham Worksheet
• T-Chart Should Art Be Based on Truth? Yes/No Explain (Give students a post it note) 

Expectations: 

• During class instruction/work time you will follow all directions.
• Stay seated and do not talk while listening to the podcast.
• While working you may talk quietly and go to supply table for supplies.
• The Foot Soldier of Birmingham Worksheet will be due Tuesday, August 29. You will receive half credit after that date.
• When finished place the Foot Soldier of Birminghamt Worksheet in the tray.

Creating a World Map

  

In this lesson you will take a quick pre-assessment to see how many continents and oceans you remember. Then you will hand draw the continents and label them and the oceans. You will finish up by coloring them. 

 

Essential Question: Can you label the continents and oceans of the world? 

Engage:

• The Geography Song (2:51)

Explore:

• Pre-Assessment- Continents and Oceans  Continents and Oceans Quiz (10 minutes)
• Identify the continents and oceans of the world

Evaluate:

• Hand draw, label and color a map. Identify the continents and ocean
• Continents and Oceans will be colored neatly.
• Continents and Oceans will be correctly labeled.
• Name will be place on the back of the map.

Expectations:

• You will have a maximum of 4 days in class to work on the assignment
• Map due date for full credit is Wednesday, August 30. You will receive half credit after that date.
• While working you may talk quietly and go to supply table for supplies.
• When finished place map on tray (even though it won't fit in it)
• At the end of class, turn in map to tray even if it is not finished. 
• After the last day of classroom work time you will need to take the map home to finish.

The Mystery of Skippy's Tombstone

Photo by Me

This is a tombstone that resides in my yard. It has been there as long as I can remember (50+ years). Today we will be looking at this artifact and try to learn as much as we can about it.

Your assignment is to come up with 10 questions that I will be able to answer with a yes or a no. I will then answer 10 of these questions for you. You will then write down everything you know about this artifact. 

I will finish by telling you all I know about this artifact, and some of the conclusions I have drawn about it. Will what you write match my story?

TSW examine an artifact and create appropriate questions to ask to learn more information about that artifact.

Essential Q:

• Why are historical artifacts important to us? (5 minutes)

Engage: 

• Blog Post

Explore:

• The students will examine a picture of a tombstone.  (5 minutes)
• They will create questions to ask me about the tombstone that can be answered as yes/no. (10 minutes)
• The students will make an educated guess about the story the tombstone represents.

Explain:

• I will explain what I know about the tombstone as well as what I do not know. (5 minutes)

Evaluate: 

• Historical Artifact Worksheet  (15 minutes)

Expectations: 

• During class instruction/work time you will follow all directions.
• While working you may talk quietly and go to supply table for supplies.
• The Historical Artifact Worksheet  will need to be completed at home. You may get help from family at home.
• The Historical Artifact Worksheet will be due Friday, August 25. You will receive half credit after that date.
• When finished place the Historical Artifact Worksheet in the tray.

Welcome Back!

 

Welcome back to school! If you are a returning junior high student you will notice we changed some of the expectations for junior high. If you are a new junior high student then this may all be new for you.

Please listen to the explanations as I review these slides, these are mainly talking points that will be addressed. Also, please ask questions if you need clarification. The goal of all our expectations is to make you more successful in my classroom and our school!