Kevin Gregory CI 5313 Fall 2013 Direct Teach Lesson Plan: Medieval Trade Systems Grade: 10th (Sophomores

in high school) Subject: World History Learning Goal 2: Analyze how the Silk Route facilitated the spread of ideas. 1. Objectives: a. After completing the lesson, the student will be able to locate the Silk Route on a map, and describe how the Silk Route facilitated the spread of ideas. b. TEKS/SEs 10.4 Post Classical Era 600-1450: Contact and Connection (4J) Analyze how the Silk Road facilitated the spread of ideas and trade. 2. Purpose: a. Purpose: 1.The purpose of this lesson is for the students to learn how the Silk Road facilitated the spread of ideas through trade. b. Rationale: Students need to learn about the Silk Route to know the significance of trade, how trade promoted the exchange of ideas and goods, the geography of Asia, and life in Ancient Asian civilizations. 3. Materials: a. Teacher Stuff 1. Short Power Point Presentation (1 of 1 slides) 2. Overhead Projector 3. Handouts for the students 4. In-class map 5. Dry erase board and markers b. Student Stuff 1. Pencil and Paper 2. Handout (Will be provided by the teacher). 3. Markers/Crayons (Handed out by the teacher). 4. Procedures: a. Introduction: Anticipatory set 1. What the students will learn: Today we are going to take notes on the Silk Route, locate the Silk Route on a map, complete a group/partner activity, and then complete an individual writing activity about the Silk Route. You will learn how the Silk Route facilitated the spread of ideas and you will be able to locate the Silk Route on a map. 2. Why it is useful: Students can understand the importance of trade, how trade promoted the exchange of ideas and goods, the geography of Asia, and life in Ancient Asian civilizations by learning about the Silk Road. 3. Whole Text: One example of how we can use this information in everyday lifeThink about lunch time, lets say you are at lunch and you have carrots. You hate carrots. Your friend to the left of you has a bag of chips and your friend loves carrots. These are your favorite type of chips. You propose a trade to your friend that you swap your carrots for the chips. Your friend agrees and you each end up with your food of choice. That is

the significance and idea of trade. (Bring a bag of carrots and chips into class and do the example with a student that you know is not shy about being in front of the class). b. Model & Explain 1. The teacher will begin the short PowerPoint presentation on the Silk Route. (Only 1 slide). - Slide 1 of 1 Silk Road trade facilitates the spread of ideas and trade Silk, precious stones, porcelain, paper and food were transported along the Silk Route. Ideas about military technologies were spread along the Silk Route. Buddhism, Christianity and Islam spread along the route. Silk Road trade revived by the Mongols who offered protection along the routes. Cities like Samarkand became economic centers along the route travelled by missionaries, merchants and others, such as Marco Polo. What will be said while the power point is up for the class- Silk, precious stones, porcelain, paper and food were transported along the Silk Route along with ideas about military technologies. Buddhism, Christianity and Islam spread along the route. Silk Road trade had declined and was revived by the Mongols who offered protection along the routes. Cities like Samarkand became economic centers along the route travelled by missionaries, merchants and others, such as Marco Polo. (This will be scripted). 2. Pull up an overhead projection of a map of where the Silk Route would be, but without the Silk Route mapped out yet. The teacher will map out the Silk Route using an erasable marker. c.Guided Practice Students will get into pairs and practice mapping out their own Silk Route on a map handout. The pairs will be given markers and colors and they will be asked to draw tradable items and other big ideas that would have been passed along the Silk Road on their mapped out route. The teacher will be walking around making sure that the students are mapping out the correct routes on the map and that the students are drawing time appropriate items on the route. d. Check for Understanding The teacher will get in front of the class and have each group stand up and talk about the items that they put on their Silk Route. Once every group has had a chance to share, the teacher will direct the students back to their individual seats where an individual assignment will be given by the teacher. e. Independent Practice/ Application of the task The students will each have a sheet of blank paper and a pencil/pen. The teacher will instruct the students to work individually and quietly while they describe with their own words the location of the Silk Road in the world. Students will also be asked to continue working individually and quietly while they write about why they think some of the trade goods and big ideas that passed along the Silk Road were so significant for the civilizations they went to. So the students will be answering a total of two questions while they are working individually and quietly. The students will turn their own work into the teacher after they are done so the teacher can assess the work they have done.

f. Closure The teacher will remind the students that they have learned about where the Silk Road is and how it facilitated the spread of ideas. The teacher will also remind the students of the carrot/chips example and explain to the students that even today our world works through the use of trading goods and ideas. Next, the teacher will explain how this knowledge about the Silk Road will help with their next world history lesson. 5. Planned Modification a. Students that are GT Students that are working at a higher level than the other students in class can be challenged to come up with more in depth ideas when they are doing their independent application for the task. They could be asked what they think some of the challenges might have been for people crossing the Silk Road. They could also be asked to tie their knowledge about the Silk Road into the development of that section of the world. b. Students with ADD and ADHD The classroom has a map that folds down. Therefore, when it comes time in class to do the activity work with the map and the drawing, I will give the students the option to walk up to the map where they will mark off the Silk Route with their fingers. Its called finger walking. The classroom also has a dry erase board with markers so they will also have the option to stand up and draw the tradable goods and ideas that would have been found on the Silk Road. This will allow these types of students to get up and physically walk around so they will not have to be stuck at their seats during the whole class period. These options could also be open to the kinetic learners in class. c. Multiple Intelligences: Visual/Spatial, Bodily/Kinesthetic, Interpersonal. d. Blooms Taxonomy: Comprehension, Knowledge. 6. Assessment: a. Formative assessment- In-class activities will be a completion grade and the teacher will look over the individual work of the students to make sure that they had the right ideas. b. Quality Standards 1. The learner will complete 3 out of the 3 tasks that we do in class. Note taking, Group Activity, and the Individual Activity which will be turned into the teacher upon completion. 2. I expect that 100% of my students will complete every activity. 7. Resources. The TEKS for this lesson plan were supplied by Ms. Ellam of McNeil High School.

Students can understand the importance of trade, how trade promoted the exchange of ideas and goods, the geography of Asia, and life in Ancient Asian civilizations by learning about the Silk Road.