Ancient Trade & Tech: Connecting Worlds Then and Now
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Ancient Trade & Tech: Connecting Worlds Then and Now

Grade 6Social Studies20 days
This project explores the interconnectedness of ancient civilizations through trade and technology, drawing parallels to modern global trade systems. Students investigate ancient trade routes, the impact of technology on economic development, and the economic systems of River Valley Civilizations and Classical Empires. By analyzing historical economic decisions and their consequences, students gain insights into unintended outcomes and apply these lessons to contemporary global trade. The project culminates in students researching a globally traded product, analyzing its supply chain and economic impact, and presenting their findings.
Ancient TradeTechnologyEconomic SystemsGlobal TradeSupply ChainsRiver Valley CivilizationsClassical Empires
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How did trade and technology shape ancient civilizations and their economies, and how do these historical connections inform our understanding of global trade and its consequences today?

Essential Questions

Supporting questions that break down major concepts.
  • How did ancient trade routes impact the development of civilizations?
  • In what ways did technology influence trade in the ancient world?
  • What were the economic systems like in River Valley Civilizations and Classical Empires?
  • How did specialization and new knowledge affect productivity in ancient societies?
  • How do markets and trade connect us today?
  • What are the unintended consequences of economic decisions, both in the past and present?
  • How did bartering work in ancient civilizations, and what were its limitations?
  • How did economic activity influence the growth of ancient civilizations and empires?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to trace the supply chain of common products and relate it to historical trade routes.
  • Students will be able to analyze the impact of technology on trade in ancient civilizations.
  • Students will be able to compare and contrast the economic systems of River Valley Civilizations and Classical Empires.
  • Students will be able to explain how specialization and technology influenced productivity in ancient societies.
  • Students will be able to evaluate the consequences of economic decisions made by individuals, societies, and governments, both historically and today.
  • Students will be able to describe the function and limitations of bartering in ancient civilizations.
  • Students will be able to explain how economic activity affected the growth of ancient civilizations and empires.

Teacher Provided

6.E.MI.1
Primary
Trace the chain of supply for a needed productReason: Directly relevant to understanding trade connections.
6.E.MI.2
Primary
Predict and analyze unintended costs and benefits of economic decisions.Reason: Essential for understanding the consequences of trade and economic choices.
6.E.MI.3
Primary
Explain how markets exist whenever there is an exchange of goods and services.Reason: Fundamental to understanding economic systems and trade.
6.E.MI.4
Primary
Compare the markets of River Valley Civilizations and Classical Empires between 3500-BCE-600 CE.Reason: Directly addresses the comparison of ancient markets.
6.E.MA.1
Primary
Describe how civilizations used bartering to establish mediums of exchange to meet their wants.Reason: Important for understanding early forms of trade and economic activity.
6.E.MA.2
Primary
Explain how market conditions and economic activity affected the growth of River Valley Civilizations and Classical Empires between 3500 BCE-600 CE.Reason: Addresses the impact of economic factors on civilization growth.
6.E.ST.1
Primary
Compare specialization in two or more civilizations or empires.Reason: Relevant to understanding how specialization impacted productivity and trade.
6.E.ST.2
Primary
Examine how new knowledge, technology and specialization increase productivity.Reason: Crucial for understanding the role of technology and specialization in economic development.
6.E.IC.1
Primary
Analyze the economic choices of individuals, societies and governments.Reason: Essential for understanding decision-making processes in economic contexts.

Entry Events

Events that will be used to introduce the project to students

The Missing Spice

A popular chef discovers that a crucial spice, essential to their signature dish, has vanished from all local markets. Students must trace the spice's origin and trade routes, uncovering ancient connections and modern supply chains to solve the culinary crisis.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Spice Route Investigator: Tracing the Supply Chain

Students will start by revisiting the 'Missing Spice' entry event. They will choose a common spice or product and trace its current supply chain from origin to consumer. This activity introduces them to the concept of a supply chain and its various components.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a common spice or product (e.g., cinnamon, coffee, cotton).
2. Research the product's origin: Where is it primarily grown or produced?
3. Map the supply chain: Identify each step in the chain from origin to your local store (e.g., farming, processing, transportation, distribution, retail).
4. Create a visual representation of the supply chain (e.g., a flowchart, diagram, or map).

Final Product

What students will submit as the final product of the activityA detailed visual representation (map or flowchart) of the chosen product's supply chain, including a written description of each stage.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 6.E.MI.1 (Trace the chain of supply for a needed product) and learning goal: Students will be able to trace the supply chain of common products and relate it to historical trade routes.
Activity 2

Ancient Innovators: Technology's Impact on Trade

Students will research a specific technology used in ancient civilizations (e.g., the wheel, irrigation systems, shipbuilding) and analyze its impact on trade and economic development. They will explore how the technology facilitated trade, increased productivity, and influenced economic systems.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a technology used in ancient civilizations (e.g., the wheel, irrigation, papyrus making, shipbuilding).
2. Research how this technology was used in trade and its impact on productivity.
3. Analyze how the technology affected the movement of goods, the scale of trade, and the types of goods traded.
4. Write a short essay or create a presentation explaining the technology's impact on trade and economic growth.

Final Product

What students will submit as the final product of the activityAn essay or presentation detailing the chosen technology, its uses in ancient trade, and its impact on economic development.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standards 6.E.ST.2 (Examine how new knowledge, technology, and specialization increase productivity) and learning goal: Students will be able to analyze the impact of technology on trade in ancient civilizations.
Activity 3

Marketplace Comparison: River Valleys vs. Classical Empires

Students will compare and contrast the economic systems and markets of River Valley Civilizations (e.g., Mesopotamia, Egypt, Indus Valley) and Classical Empires (e.g., Rome, Greece, Persia). They will investigate factors such as trade routes, goods traded, forms of currency, and economic regulations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose one River Valley Civilization and one Classical Empire to compare.
2. Research the economic systems of both civilizations, focusing on trade, currency, goods traded, and economic regulations.
3. Create a Venn diagram or comparison chart to highlight the similarities and differences between the two economic systems.
4. Write a paragraph summarizing the key differences and similarities in their markets.

Final Product

What students will submit as the final product of the activityA Venn diagram or comparison chart comparing the economic systems of a River Valley Civilization and a Classical Empire, accompanied by a paragraph summarizing the key differences and similarities.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 6.E.MI.4 (Compare the markets of River Valley Civilizations and Classical Empires between 3500-BCE-600 CE) and learning goal: Students will be able to compare and contrast the economic systems of River Valley Civilizations and Classical Empires.
Activity 4

Specialization Station: Productivity in Ancient Societies

Students will examine the concept of specialization in two different ancient societies or empires. They will investigate how the specialization of labor impacted productivity, trade, and the overall economy in each society.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select two different ancient societies or empires (e.g., Egypt and Rome, Mesopotamia and Greece).
2. Research the primary areas of specialization in each society (e.g., agriculture, crafts, military).
3. Analyze how specialization impacted productivity and trade in each society.
4. Create a presentation or report comparing the specialization in the two societies and its effects on their economies.

Final Product

What students will submit as the final product of the activityA presentation or report comparing specialization in two ancient societies, analyzing its effects on productivity and trade.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 6.E.ST.1 (Compare specialization in two or more civilizations or empires) and learning goal: Students will be able to explain how specialization and technology influenced productivity in ancient societies.
Activity 5

Economic Consequence Calculators: Ancient and Modern

Students will analyze economic choices made by individuals, societies, and governments in both ancient times and the present day. They will predict and analyze the unintended costs and benefits of these decisions, considering both short-term and long-term effects.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose an economic decision made by an ancient society or government (e.g., building the pyramids, expanding the Roman Empire, implementing a specific trade policy).
2. Identify the intended benefits of the decision.
3. Research and analyze any unintended costs or consequences of the decision (e.g., environmental damage, social inequality, economic instability).
4. Compare this ancient decision to a similar economic decision made in the present day. Analyze the intended and unintended consequences of both decisions.
5. Write an essay or create a presentation comparing the two decisions and their consequences.

Final Product

What students will submit as the final product of the activityAn essay or presentation comparing an ancient economic decision to a modern one, analyzing the intended and unintended consequences of both.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standards 6.E.MI.2 (Predict and analyze unintended costs and benefits of economic decisions) and 6.E.IC.1 (Analyze the economic choices of individuals, societies, and governments) and learning goal: Students will be able to evaluate the consequences of economic decisions made by individuals, societies, and governments, both historically and today.
Activity 6

The Barter Block: Ancient Exchange Systems

Students will investigate how bartering was used in ancient civilizations to establish mediums of exchange. They will participate in a mock bartering activity to understand the benefits and limitations of this system.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research how bartering was used in a specific ancient civilization (e.g., Mesopotamia, Egypt).
2. Identify the types of goods and services that were commonly bartered.
3. Participate in a mock bartering activity in class, where students trade items or services with each other.
4. Reflect on the challenges and benefits of bartering compared to using currency.
5. Write a short report summarizing the function and limitations of bartering in ancient civilizations.

Final Product

What students will submit as the final product of the activityA short report summarizing the function and limitations of bartering in ancient civilizations, based on research and the mock bartering activity.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 6.E.MA.1 (Describe how civilizations used bartering to establish mediums of exchange to meet their wants) and learning goal: Students will be able to describe the function and limitations of bartering in ancient civilizations.
Activity 7

Growth Game: Economic Activity and Civilization Expansion

Students will explore how market conditions and economic activity affected the growth of River Valley Civilizations and Classical Empires. They will investigate factors such as resource availability, trade routes, and economic policies to understand their impact on civilization expansion.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a River Valley Civilization or Classical Empire to study.
2. Research the key factors that contributed to its economic growth, such as resource availability, trade routes, and economic policies.
3. Analyze how economic activity influenced the civilization's expansion and development.
4. Create a presentation or report explaining the relationship between economic activity and the civilization's growth.

Final Product

What students will submit as the final product of the activityA presentation or report explaining the relationship between economic activity and the growth of a chosen River Valley Civilization or Classical Empire.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 6.E.MA.2 (Explain how market conditions and economic activity affected the growth of River Valley Civilizations and Classical Empires between 3500 BCE-600 CE) and learning goal: Students will be able to explain how economic activity affected the growth of ancient civilizations and empires.
Activity 8

Global Trade Today: Connecting the Dots

Culminating Activity: Students will connect their understanding of ancient trade and technology to modern global trade. They will research a specific product that is traded globally today and analyze its supply chain, the technologies involved, and the economic impact on different countries.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a product that is traded globally today (e.g., smartphones, coffee, clothing).
2. Research the product's supply chain, including its origin, manufacturing process, transportation methods, and distribution channels.
3. Analyze the technologies involved in the production and trade of the product.
4. Examine the economic impact of the product's trade on different countries involved in the supply chain.
5. Create a final project (e.g., a website, documentary, or presentation) that showcases your research and analysis.

Final Product

What students will submit as the final product of the activityA final project (website, documentary, presentation) that showcases research and analysis of a globally traded product, connecting ancient trade concepts to modern global trade.

Alignment

How this activity aligns with the learning objectives & standardsIntegrates all learning goals and standards, providing a comprehensive understanding of how trade and technology connect the ancient world and our world today.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Economic Interconnections: Ancient to Modern

Category 1

Understanding of Supply Chains

Demonstrates comprehension of the supply chain concept and its components, both in historical and contemporary contexts.
Criterion 1

Tracing the Supply Chain

Accurately traces the supply chain of a product from origin to consumer, identifying key steps and stakeholders.

Exemplary
4 Points

The supply chain is meticulously traced, with clear identification of each step, stakeholder, and geographical location. Demonstrates a sophisticated understanding of the complexities of the supply chain.

Proficient
3 Points

The supply chain is accurately traced, identifying most of the key steps and stakeholders. Demonstrates a clear understanding of the supply chain.

Developing
2 Points

The supply chain is partially traced, with some steps or stakeholders missing or unclear. Demonstrates a basic understanding of the supply chain.

Beginning
1 Points

The supply chain is inaccurately or incompletely traced, with significant gaps or misunderstandings. Demonstrates a limited understanding of the supply chain.

Criterion 2

Historical Connections

Connects modern supply chains to historical trade routes and practices.

Exemplary
4 Points

Insightfully connects modern supply chains to relevant historical trade routes and practices, drawing nuanced parallels and demonstrating a deep understanding of historical influences.

Proficient
3 Points

Clearly connects modern supply chains to historical trade routes and practices, providing relevant examples and explanations.

Developing
2 Points

Attempts to connect modern supply chains to historical trade routes but lacks depth or accuracy in the connections.

Beginning
1 Points

Fails to connect modern supply chains to historical trade routes or demonstrates a misunderstanding of historical contexts.

Category 2

Analysis of Technology and Trade

Examines the impact of technology on trade, both in ancient civilizations and the modern world.
Criterion 1

Impact of Ancient Technologies

Analyzes how specific technologies influenced trade and economic development in ancient civilizations.

Exemplary
4 Points

Provides a comprehensive and insightful analysis of how specific technologies revolutionized trade in ancient civilizations, with detailed examples and nuanced explanations.

Proficient
3 Points

Explains how specific technologies influenced trade and economic development in ancient civilizations, providing clear examples.

Developing
2 Points

Identifies some technologies and their potential impact on trade but lacks depth in the analysis or provides inaccurate information.

Beginning
1 Points

Fails to identify or explain the impact of technology on trade in ancient civilizations.

Criterion 2

Modern Technological Integration

Explores the role of modern technologies in global trade and supply chains.

Exemplary
4 Points

Provides a sophisticated analysis of how modern technologies (e.g., automation, communication, transportation) shape global trade, with insightful examples and implications.

Proficient
3 Points

Explains the role of modern technologies in facilitating and enhancing global trade and supply chains.

Developing
2 Points

Identifies some modern technologies used in trade but lacks a clear explanation of their impact or function.

Beginning
1 Points

Fails to identify or explain the role of modern technologies in global trade.

Category 3

Comparative Economic Systems

Compares and contrasts economic systems of different civilizations and analyzes the consequences of economic decisions.
Criterion 1

Civilization Comparison

Compares economic systems of River Valley Civilizations and Classical Empires, highlighting similarities and differences.

Exemplary
4 Points

Presents a comprehensive and nuanced comparison of the economic systems, delving into the underlying factors and nuances that shaped each system.

Proficient
3 Points

Effectively compares the economic systems of River Valley Civilizations and Classical Empires, highlighting key similarities and differences.

Developing
2 Points

Provides a basic comparison of economic systems but misses key details or demonstrates inaccuracies.

Beginning
1 Points

Fails to adequately compare the economic systems or demonstrates significant misunderstandings.

Criterion 2

Consequence Analysis

Analyzes the intended and unintended consequences of economic decisions made by ancient societies and governments.

Exemplary
4 Points

Provides a comprehensive and insightful analysis of the intended and unintended consequences, demonstrating a deep understanding of economic principles and historical context.

Proficient
3 Points

Analyzes the intended and unintended consequences of economic decisions, providing clear and relevant examples.

Developing
2 Points

Identifies some intended and unintended consequences but lacks depth or accuracy in the analysis.

Beginning
1 Points

Fails to identify or analyze the consequences of economic decisions.

Criterion 3

Modern Parallels

Draws parallels between ancient economic decisions and modern economic issues.

Exemplary
4 Points

Insightfully connects ancient economic decisions to relevant modern economic issues, drawing nuanced parallels and demonstrating a deep understanding of historical influences.

Proficient
3 Points

Effectively connects ancient economic decisions to modern economic issues, providing clear examples and explanations.

Developing
2 Points

Attempts to connect ancient decisions to modern issues but lacks depth or accuracy in the connections.

Beginning
1 Points

Fails to connect ancient economic decisions to modern economic issues or demonstrates a misunderstanding of historical contexts.

Category 4

Communication and Presentation

Effectively communicates research findings through a clear and engaging presentation or report.
Criterion 1

Clarity and Organization

Presents information in a clear, logical, and organized manner.

Exemplary
4 Points

Presents information with exceptional clarity, organization, and coherence, making complex topics easily understandable.

Proficient
3 Points

Presents information in a clear, logical, and organized manner.

Developing
2 Points

Presents information with some clarity and organization, but there are areas where it could be improved.

Beginning
1 Points

Presents information in a disorganized or unclear manner, making it difficult to understand.

Criterion 2

Visual Aids and Engagement

Uses visual aids effectively to enhance understanding and engage the audience.

Exemplary
4 Points

Uses visual aids creatively and effectively to enhance understanding and captivate the audience, making the presentation highly engaging.

Proficient
3 Points

Uses visual aids effectively to enhance understanding and engage the audience.

Developing
2 Points

Uses some visual aids, but they may not always be effective or relevant.

Beginning
1 Points

Uses few or no visual aids, or the visual aids are distracting or irrelevant.

Criterion 3

Evidence and Support

Supports claims with relevant evidence and credible sources.

Exemplary
4 Points

Provides compelling evidence and credible sources to support all claims, demonstrating a thorough and insightful understanding of the topic.

Proficient
3 Points

Supports claims with relevant evidence and credible sources.

Developing
2 Points

Provides some evidence to support claims, but it may be limited or not always credible.

Beginning
1 Points

Provides little or no evidence to support claims.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of global trade and its consequences changed after exploring the historical connections between ancient trade and technology and our modern world?

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Question 2

Which activity or project in this unit deepened your understanding of the connections between ancient civilizations and today's global economy the most, and why?

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Question 3

Reflecting on the economic decisions of ancient societies and modern governments, what is the most important lesson you've learned about unintended consequences?

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Question 4

To what extent do you think technology drives trade and economic growth, both in ancient times and today?

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Question 5

What is one thing you would like to further investigate about the relationship between trade, technology, and economic development in either ancient or modern contexts?

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