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LESSON 3: Networks of Exchange

SUPPORTING QUESTION

To what extent did the Indian Ocean and Trans-Saharan trade networks connect distant regions?

FOCUS SKILL(S)

Contextualization

Evaluating Evidence

Historical Significance

MATERIALS

TEACHER

Do Firsts + Exemplars

Networks of Exchange Student Worksheet + Exemplars

Exit Ticket + Exemplars

STUDENT

Do First Options

Access to Inquiry Journal (Already handed out in Lesson 1)

Printed Student Handouts

DO FIRST

Option 1- Frayer: Network

Option 2- Map Analysis

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand

ACTIVITY 1 - LAUNCH

Provide students time to preview the supporting questions for Topic 2 in their Unit 6 Inquiry Journals.

TEACHER ACTIONS

1. Hand out the Unit 6 Inquiry Journal
2. Guide students through Unit 6 - Topic 2: Supporting Questions

STUDENT ACTIONS

1. Fill out the “K” and “W” for each of the supporting questions for Unit 6- Topic 2: Networks of Exchange & Cultural Diffusion

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LESSON 3: Networks of Exchange - Continued

ACTIVITY 2 - PRACTICE

Allow students an opportunity to gain historical background on Trans-Saharan and Indian Ocean Trade Networks by reading “What is the Context?” - Networks of Exchange (page 1 of student worksheet). Students will answer check for understanding questions as they read. This reading can be done individually or with a partner.

TEACHER ACTIONS

1. Hand out and direct students to page 1 of the student worksheet
2. Conduct reading with a partner or individually

STUDENT ACTIONS

1. Read and answer the accompanying questions for the contextualization reading

ACTIVITY 3 - EXHIBIT

In this activity, students will use two online interactive maps to investigate how the Indian Ocean Trade Network and the Trans-Saharan Trade Network fostered connection across Afro-Eurasia and shaped the development of cities, ports, and empires. Consider scaffolding the activity by modeling 1 or 2 boxes on the chart to support students in reading maps using legends and keys. Students should begin with the Indian Ocean Trade Network interactive map and then transition to the Gold Road interactive map.

TEACHER ACTIONS

1. Direct students to page 2 of the student worksheet
2. Introduce the online interactive activity
3. Model for students 2 out of the 4 boxes before releasing them to complete the rest on their own
4. Monitor and answer questions as students complete page 2
5. Facilitate class discussion reviewing the chart and answers together
6. Direct students to page 3 of the student worksheet and repeat the process

STUDENT ACTIONS

1. Examine the Indian Ocean Trade Network interactive map and complete the chart on page 2
2. Participate in class discussion reviewing the reading and answers to the questions
3. Examine the Gold Road interactive map and complete the chart on page 3
4. Participate in class discussion reviewing the reading and answers to the questions

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LESSON 3: Networks of Exchange - Continued

CONCLUSION

Students will complete an “Exit Ticket” in which they reflect on their learnings from the day using a write and draw approach. The “Say-it-in-Six” will require students to thoughtfully consider and synthesize information from the lesson. The illustration will provide a creative opportunity for students to demonstrate their understanding.

TEACHER ACTIONS

• Hand out Exit Ticket and provide instructions for “Say-it-in-Six”

STUDENT ACTIONS

• Write a six word phrase and draw an illustration

STANDARD(S)

1.38 Use maps to analyze the emergence of major networks of exchange (trade routes) between 400-1200 CE, including the role of specific goods and commodities and technology.