1. Trade Networks – Silk Road

2. DO NOW: Label your Unit Folder on the white label:
Last Name, First Name
Unit: China, Ottoman Empire, Japan
Fill out index Card
Name
Birthday
Home Phone #
One thing I wish my teacher knew about me

3. Turn and Talk
Pick a culture outside of America. What do you know about that culture?
How did you learn what you know?

4. TED-ED Video
While you watch the video – answer the following questions on your handout.
1) Who helped isolated civilizations trade with one another in ancient times?
2) What impact did Darius I and Alexander the Great have on trade in the Middle East?
3) What goods were traded between Rome and China?
4) Which religions, ideas, and technologies were spread through the silk roads?

5. Trade Networks There were 4 Main Major Trade Networks
Mediterranean Complex
Trans-Saharan Complex
Silk Road
Indian Ocean Complex

6. Cultural Diffusion
The spreading of cultural beliefs from one group to another through communication, trade, and interaction

7. Mediterranean Sea Complex/Exchange
Links Africa, West Asia, and Europe
Center – Venice, Italy
Participants
Phoenicians
Greeks
Romans

9. Graphic Organizer - Directions: Fill out the graphic organizer as you learn about each of the trade systems.
Trade Network
People
Who traded?
Which empires/countries/groups?
Ideas
What inventions/religions/ideas traveled?
Goods
What things were traded?
Were people traded?
Mediterranean Sea Complex

10. Silk Road Established during the Han Dynasty
Not a single road, but many “Silk Routes”
Linked the East and West to trade many goods

12. What impact did the Silk Road have?
Quick Facts About The Impact of the Silk Trade on Rome
“by the time of the Roman Emperor Augustus (27 BCE – 14 CE) trade between China and the west was firmly established and silk was the most sought after commodity in Egypt, Greece, and, especially, in Rome.”
Romans valued silk at its weight in gold
Politicians tried to ban the sale of silk because Romans were spending all of their money on it instead of buying Roman goods and products of more use
Politicians also tried to ban silk because they thought it was immoral to wear because it was too revealing when worn

13. Graphic Organizer - Directions: Fill out the graphic organizer as you learn about each of the trade systems.
Trade Network
People
Who traded?
Which empires/countries/groups?
Ideas
What inventions/religions/ideas traveled?
Goods
What things were traded?
Were people traded?
Silk Road

15. The Indian Ocean Slave Trade The Indian Ocean slave trade was bigger than the Trans-Atlantic in volume terms, and went on for much longer. The trade involved capturing native Africans from around the east Africa, and taking them to the Indian Ocean coast. Slave markets were set up in Zanzibar (an island off the Tanzanian coast) as well as in Kilwa and Quilimane. Buyers, mainly Arabs from the Persian Gulf, would buy the slave and ship them off to points in south Asia, in particular Turkey, Oman, Saudi Arabia, Indian, Yemen, Iraq, and Iran. There are scant records about the total number of Africans sold in the Indian Ocean slave trade. The lowest figures quoted by scholars range from 17 million to 25 million, as compared to 11 million people who [were] sold in the Trans-Atlantic slave trade. What is clear is that the Indian Ocean slave trade was much bigger, if less famous, than the Trans-Atlantic slave trade.

16. Graphic Organizer - Directions: Fill out the graphic organizer as you learn about each of the trade systems.
Trade Network
People
Who traded?
Which empires/countries/groups?
Ideas
What inventions/religions/ideas traveled?
Goods
What things were traded?
Were people traded?
Indian Ocean Complex

17. Exit Ticket
Directions: Answer the exit ticket based on information from the class.
Did early civilization need trade networks?
EXCELLENT
Argues a side accurately using relevant information in the written statement that demonstrates a clear and detailed understanding of the effects of isolation on China.
Accurately and clearly gives two or more examples counter arguing of the effects of isolation on China.
Uses key words accurately.
Product is creative, accurate, and complete.
  GOOD
Argues a side using relevant information in the written statement that demonstrates an understanding of the effects of isolation on China.
Has a counter argument about the effects of isolation on China.
Uses key words in which most are accurately used.
Product is complete and creative.
SATISFACTORY
Argues a side
Uses supporting details that are relevant, but limited, general, or inconsistent in the written statement about the effects of isolation on China.
Counter argument about the effects of isolation on China is unclear.
Does not use key words and/or does not display a clear understanding of the definition.
Product is complete.
UNSATISFACTORY
Does not argue a side and or does not argue a side accurately.
There are minimal details and/or details given are not accurate about   the effects of isolation on China.
Does not accurately present a counter argument.
Key words are not used or inaccurate.
Product is incomplete.