Day 14
SWBAT: Explain the shift from regional to trans-regional trade.
SWBAT: Use evidence to make a claim.

Do Now: What is your most prized possession? How much would you sell it for or what would you trade for it?

1. Do Now review
2. Trading game
3. Using the Chromebooks students complete the Student Handout 3.1 of Trade and Technology. Students should identify major trade routes as well as which goods were traded regionally and trans-regionally.
-Students will analyze multiple maps and charts to determine the shift to trans-regional markets __

Day 15
SWBAT: Discuss the shift from regional to trans-regional.
SWBAT: Determine meaning of words based on multiple texts.

Do Now:

1. View crash course, answer and discuss as we watch:
1. How does the trade throughout the Indian Ocean differ from that along the Silk Road? 2. When was the height of the Indian Ocean trade and who was involved in the trade? 3. What are some of the reasons the Indian Ocean trade took off and was so popular? 4. In what ways did monsoons assist and determine trade? 5. Who dominated trade in this region? How was this possible? 6. How were terms of trade determined and by whom? 7. What are some additional examples of how the Indian Ocean trade was different from the Silk Road? 8. In addition to goods, what else was shared throughout the trade routes of the Indian Ocean? What are some examples? 9. How did trade in the Indian Ocean determine the geography and demographics of the region? 10. How are merchant centers throughout the region further influenced by trade?

2. WHFUA: Handout 6.1-students read together in groups and answer:
• Paths of diffusion: By what routes did plants and animals reach new lands, and when? • Agents of diffusion: Who first brought them to new lands? • Mediums for diffusion: How did culture play a role in encouraging or resisting diffusion? • Demand and Supply: Why did people in particular regions want to raise new crops? What factors enabled farmers to grow new crops?

Day 16
SWBAT: Define globalization


Standards Assessment:
“Pied Piper”

1. Analyze multiple texts from __
-Discuss globalization and its implications in history and today
2. Students answer the following using Chromebooks:
What is globalization?
How does globalization affect women?
Does globalization cause poverty?
Why are so many people opposed to globalization?
Does globalization diminish cultural diversity?
Can globalization be controlled?

Discussion Question: Is globalization good or bad?
Day 17
SWBAT: Compare and contrast feudal Japan and feudal Europe.
SWBAT: Use evidence to support a claim

Do Now: What comes to mind when you think of Japan?

1. Do Now responses
2.Crash Course feudalism
3. Background essay
4. Doc Analysis from DBQ Samurai and Knights

HMK: Complete Doc Analysis

Day 18
SWBAT: Compare and contrast feudal Japan and feudal Europe.
SWBAT: Use evidence to support a claim

Standard Assessment:
Common Core

1.Doc Analysis review in groups
2. Compare and contrast feudalism in Japan to Europe
3. Students complete venn diagram.

Exit Ticket
4. -Complete Venn Diagram and convert to essay

HW Missick/Mann:

5 Paragraph Essay on Are the Samurai and Knights Similar or Different?
FORM A: 3 Paragraphs
**See teacher in L04 after school for Form A