Lesson 3: Understanding the Indian Ocean Trading Network

Topic: Today we are going to learn more about the Indian Ocean trade network
prior to European participation, in order to learn 1) why spices were such a
big deal and 2) why Europe was interested in getting in on the action. We
are also going to work on our ability to understand and interpret historical
documents. There is a lot more information than just the facts on the page.

Stuff to Upload to Google Classroom

● Spice Trade in Melaka [The link opens the “Semester 1 Folder”--look for
“Spice Trade in Melaka .pdf]

Stuff to Print Out

● Spice Trade-3 Levels of Analysis, and we will share the results. [The link
opens the “Semester 1 Folder” –look for “Spice Trade-3 Levels of
Analysis.pdf]

Intro
In order to understand trade in this period, we need to step back from modern life.
Whatever sorts of food we want, they tend to be readily available, they are in the
stores all the time, and they are relatively inexpensive. But this was not always the
case. Often basic seasonings that we use were either not available or so expensive
only the very wealthy could afford them. Why? Because they had to make a long
journey from the other side of the world, and were passed from one set of
merchants to another, with each adding to the price. Things we take for granted
today were once scarce and very valuable. Two examples
● Pepper: this was so rare that people would save to buy a single peppercorn,
and were very careful how they used them, much like truffles today.
● Salt: since there was no refrigeration, meat had to be dried and salted or it
would spoil. In some corners of Western Africa, traders would trade even
weight, gold for salt!

To learn more about this, we return again to my adopted country, Malaysia and
look at the trade network that centered around Melaka.
● Begin by reading and annotating Spice Trade in Melaka [The link opens the
“Semester 1 Folder”--look for “Spice Trade in Melaka .pdf]
We are going to work on extracting information from this document. Following the
“Spice Trade in Melaka” reading, you will complete the “Three-Level Guide.”
This asks you consider texts on 3 levels
● the literal level
● The interpretive level
● The applied levels
Each level of inquiry requires a deeper level of comprehension:

Level I - Literal
At the Literal Level, identify factual information you should know after reading the
text. It is important to cite the passage where you got the information.

Level II - Interpretive
At the Interpretive Level, students find information that they should understand
after reading the text. The text contains inferences or other examples of “reading
between the lines.” Interpretive questions are usually worded as “why?” questions.
● Example: Why did many Europeans believe that good health was dependent
on a balance of the fluids, or “humors,” in one’s body?
● Your answers might vary but should include the idea that people’s
knowledge of medicine was limited--during this time and that belief in
humors was common in Europe

Level II Applied
At the Applied Level, items are presented from the reading that the students should
consider. These ideas go beyond what is written in the text and require students to
use information, express opinions, and create new ideas. There may be no single
right answers to Level III questions.
● They are open-ended and designed to provoke discussion.
● Example: Do we feel the same way today as Europeans did 500 years ago
about acquiring quantities of spices?
● You might want to discuss current concerns about gasoline prices and
certain medications or other goods that concern you...or you could conclude
that the global trading networks in the modern world provide everything we
 need. Introduce the concepts of supply and demand and of strategies for
obtaining goods.

In groups, work on Spice Trade-3 Levels of Analysis, and we will share the results.
[The link opens the “Semester 1 Folder” –look for “Spice Trade-3 Levels of
Analysis.pdf]

If time permits and you have did not do the enrichment activity last class, it could
be done here
Possible Enrichment Activity
● To see what Melaka is like to today and how it honor its trading past, you
may want to take this virtual tour
● The tour link (which should be shared via email or Google Classroom is
http://tracyanddale.50megs.com/VirtualTraveler/Asia.html#Melaka
● Once on the tour site you have two options, a desktop tour or a VR headset
tour.
○ Desktop Tour: Click on the tour to start
■ A video plays and below the video are the navigation
instructions
■ When finished with the video, click on the GREEN “Start”
button
○ VR Tour: this involves using a student’s smartphone and the VR
Headsets (purchased last year–Nevin or Darin will know where they
are. However, There are only a 3, so students would have to take
turns) Instructions:
■ First, below the tour, have students watch the video for
whichever type of smartphone they have (it will be either
Android or iOS [iPhone])
■ Armed with those instructions, they will simply use their
phone’s camera to scan the QR code just below the tour
■ To navigate from scene to scene they put the white dot into the
round image to advance to the next scene