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Renaissance Trade and Exchange


 

Summary:
Students will research the development of international trade and the resultant cultural exchanges during the Renaissance.

Essential Questions: How did the physical geography of the land affect trade routes which impacted the economic and cultural expansion of civilizations?

Main Curriculum Tie:
Social Studies - 6th Grade
Standard 2 Objective 1

Explain how physical geography affects economic and cultural expansion.

Materials:

  • Outline Maps (Asia, Europe, Middle East or combinations)
  • Research materials: Internet sites, text books, . . .
  • Colored Pencils
  • Paper

Web Sites

Background For Teachers:
Knowledge of trade routes and trade commodities via the desert, sea, and land between Asia, the Middle East, and Europe during the Renaissance.

Student Prior Knowledge:

  • Knowledge about map reading and map making.
  • Knowledge about where Asia, Europe, and the Middle East are located in the world.

Intended Learning Outcomes:

  • Students will be able read maps.
  • Students will be able to make a map.
  • Students will be able to identify trade routes between Asia, Europe, and the Middle East during the Renaissance.
  • Students will be able to identify cultural exchanges between Asia, Europe, and the Middle East during the Renaissance.

Instructional Procedures:

  1. Pre-assessment: Students will use their prior knowledge to complete the Christopher Columbus Map Activity.
  2. The whole class will discuss and identify parts of a map.
  3. The whole class will discuss and identify where Asia, Europe, and the Middle East are on a world map.
  4. Students will research Renaissance trade, trade routes, modes of transportation, and cultural exchanges.
  5. The whole class will discuss modern day vs. Renaissance trade, trade routes, modes of transportation, and cultural exchanges.
  6. Complete a Venn diagram of differences and similarities between modern day and Renaissance trade.
  7. Students will complete a map that shows at least three major trade routes and at least three commodities or cultural exchanges for each trade route.
  8. Have a whole class discussion of what should be included on the student's maps. (compass rose, a key, trade routes, and commodities, . . .)
  9. Students complete their maps.

Attachments

Web Sites

Strategies For Diverse Learners:
Special Needs: Allow special needs students to work with another student as a team.
Gifted: Have gifted students research and add additional information to their maps.

Assessment Plan:

  • Pre-Assessment: Christopher Columbus Map Activity.
  • Post-assessment: Individual students completed map of trade routes and trading commodities between Asia, Europe, and the Middle East during the Renaissance.

Bibliography:

Author:
Dirk Sprunt
Diana Payne

Created Date :
Jun 26 2009 10:18 AM

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