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.

World Geography Lesson 1 Topic 4: People and the Environment

Essential Question: How much does Geography affect people's lives?

Engage:

• Crash Course Ecology #10 5 Human Impacts on the Environment
• Crash Course Ecology #11 Pollution

Explore:

• Read pages 36-44
• Analyze diagrams and pictures in the lesson
• Crash Course Geography #32 Where and Why Do People Move?

Evaluate:

• Define vocabulary words on page 36
• Lesson Check questions 1-5 on page 44
• Lesson 4 Quiz

History Topic 1 Lesson 3: Early Europe, Africa, and Asia

https://en.wikipedia.org/wiki/Mansa_Musa#/media/File:Catalan_Atlas_BNF_Sheet_6_Mansa_Musa_(cropped).jpg

 Essential Question: How much does geography affect people's lives?

 Engage:

• Video: New Technologies and Exploration (2:31)

Explore:

• Read pages 27-38
• Crash Course History Mansa Musa and Islam in Africa
• Crash Course World History #15 The Crusades

Evaluate:

• Define vocabulary
• Journal page 18 Vocabulary
• Lesson Check page 38 1-7
• Lesson 3 Quiz

World Geography Topic 1 Lesson 3: Climates and Ecosystems

 

https://en.wikipedia.org/wiki/Water_cycle#/media/File:HumanIntegratedWaterCycle_(2).jpg

Essential Question: How much does Geography affect people's lives?

 Explore:

• Read pages 27-35
• Analyze diagrams and pictures in the lesson
• The Water Cycle video
• Crash Course Geography #9 How Do the Oceans Circulate?

Evaluate:

• Define vocabulary words on page 27
• Lesson Check questions 1-6 on page 35
• Lesson 3 Quiz

History Topic 1 Lesson 2: Cultures of North America

 

Glyptodon_old_drawing.jpg

Essential Question: How much does geography affect people's lives?

Engage:

• Native American Culture Regions of North America video (2:57) 

Explore:

• Read pages 14-24
• Page 17 Interactive Map: Native American Culture Regions of North America
• Page 21 Interactive Gallery: Housing and Environment

Evaluate:

• Define 9 vocabulary words on page 14
• Lesson Check questions 1-4 on page 24
• Topic 2 Quiz

World Geography Topic 1 Lesson 2: Our Planet, Earth

https://en.wikipedia.org/wiki/Season#/media/File:North_season.jpg

Essential Question: How much does geography affect people's lives? 

Engage:

• Interactive Journal p. 15 Vocabulary

Explore:

• Read pages 18-25
• Analyze diagrams and pictures in the lesson
• Crash Course Geography #5 How Does the Earth Move

Evaluate:

• Define vocabulary words on page 18
• Lesson Check questions 1-5 on page 25
• Topic 2 Quiz

History Topic 1 Lesson 1: The Early Americas

Photo by Mr. C

Essential Question: How much does geography affect people's lives?

Engage:

• Maya and Aztec Civilizations video (3:26) 

Explore:

• Read pages 7-13

Evaluate:

• Define 8 vocabulary words on page 7
• Lesson Check questions 1-5 on page 13
• Topic 1 Quiz

World Geography Topic 1: Lesson 1 Geography Basics

https://upload.wikimedia.org/wikipedia/commons/3/35/The_Jordan_River_loops%2C_aerial_view_1938.jpg 

Essential Question: How much does geography affect people's lives?

Engage:

• Interactive Journal p. 13 Practice Vocabulary

Explore:

• Read pages 9-15
• Analyze diagrams and pictures in the lesson

Evaluate:

• Define 8 vocabulary words on page 9
• Lesson Check questions 1-5 on page 16
• Lesson 1 Quiz

History Topic 1 Introduction: The Early Americas and European Exploration

Photo by Mr. C Quintana Roo, Mexico

 

Essential Question: How much does geography affect people's lives?

Engage:

• Austin Celebrates His Heritage video (5:05) 

Explore:

• Read pages 2-5
• Review timeline on pages 4-5

Evaluate:

• Active Journal pages 2-3
• Whole class questions: 

1. Why do we study the Americas before Columbus' arrival? 
2. Why is it important to share our cultural heritage with others? 

World Geography Topic 1 Introduction: Introduction to Geography

 

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

Essential Question: How much does geography affect people's lives?

Engage:

• Topic Video: Above the Forest Canopy (4:22) 

Explore:

• Read pages 2-7
• Examine a physical map of the world
• Examine regions of the world

Evaluate:

• Active Journal pages 2,3
• Whole class questions: 

1. Are there many waterways in the Sahara? 
2. Which region of Asia has a population similar to that of Europe?

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?

• 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

Welcome Back to School!

Are you ready for a new year? Either way, it is here and it is time to get started. This year we have some major changes to school. We are going 140 day this year, and this means we have to work a little harder, and a little faster, to get all of our curriculum in. Speaking of curriculum, we have a new series! We will be using physical textbooks in class as well as having access to digital textbooks on the Chromebooks. 

Every day you need to come to the class blog to see what we will be doing. I suggest you bookmark the page so you can get here more easily. 

Here is what we will be doing today:

1. Take Roll
2. Take lunch count (Homeroom) 
3. Review classroom expectations and BIST
4. Pass out Chromebooks (Homeroom)
5. Pass out Workbooks
6. Mini lesson: What do historians do? (8th Grade)