1. Dimension and Diversity Two lessons to reach all learners World Trade Simulation & Gallery Walk – Chinese Dynasties Lorena Ortiz - Wiregrass Ranch High School Instructional Committee 12/2/2011

2. World Trade Simulation  When students are given an affective outlet in which their feelings are aroused to stimulate learning, we are increasing their opportunities to learn cognitively as well

3. Research First  Advanced Placement Students – Reference college texts and primary sources documents  Team Teach and Regular classes are given a summary of each trade route  All levels reference www.indianoceanhistory.org

4. World Trade Route – 1450 C.E. RouteCaravan/Capita l Cities EmpiresGoods Traded Type of Transportation Silk Road Indian Ocean Trans- Sahara Baltic Black Sea

5. The Art of Negotiation  On the day of the simulation students prepare their table  a map with the trade route clearly marked, major caravan or capital cities, empires involved, type of transportation used, and goods traded.  Inventory is taken before and after trading.  Trade routes can only trade with their allies and must use the art of negotiation to get products from other tables  Event cards (3) are drawn to make the game interesting

6. World Trade Simulation

7. Reflection  Reflection is a must, students connect their experience with the information learned.  “I had so much fun and this activity showed me that it is not easy to trade with everyone. Some people got greedy because they knew we had no other choice but to trade with them to get items from other trade routes. The Red Sea Persian Gulf route took so much from us because we needed a twister from the Indian Ocean Route...”  “…. I realized that some of the chance cards that stopped the trading of a route actually shut down trade for others as well”….”  I understand how trade flourished with the Mongols’ in charge, no one was going to mess with them and try to get over, that’s called policing the state…”

8. Gallery Walk-Chinese Dynasties

9. Art  Students work can be displayed in many forms to relay the information required. A collage of words, pictures or both is just as creative. Technology can be used to present their collage. Let their imagination go but grade for historical accuracy.

10. Jigsaw Activity  Students work in groups of 3-4 in order to learn about early Chinese dynasties.  Lesson is divided into 2 days. Research part of activity is done early in the week as a group. I teach about the dynasties in between and at the end of the week students present their artwork.  Modification; I assign a dynasty for each group in my AP class., however, I assign I dynasty for the class and a theme per group for my team teach classes.  On the day of the Gallery walk, Have each group member number off within their group (according to the number of people in their group. If one group has three members, each group member will have #1, 2, or 3).  Form new groups according to the number of people in each group. All the #1s from each original group will join together, all the 2s will join together, all the 3s, and so on.  Conduct a timed gallery walk.

11. P.E.R.S.I.A  Students categorize researched information thematically (political, economic, religion, social, intellectual, art/architecture) on their handout.  All students complete the chart during their timed Gallery Walk.  Initial groups gather after walk and discuss their completed chart. They will add, delete and clarify any discrepancies.  Discussion questions are answered by the group.