LESSON BOX
 OVERVIEW ANDCONTENTS
ARTIFACTS
PRIMARY SOURCES 
REGIONAL GRID MAP
HISTORIC MAPS
BACKGROUND (POSTER ACTIVITY) 
TRADE 
SIMULATION 
IMPORTS/
EXPORTS
EXTENSIONS
VOCABULARY
REFERENCES/
LINKS
Monsoon Winds 

to the "Land of Gold"

OVERVIEW
 
OVERVIEW CONTENTS

Focus Question
Grade Level
CHSS Standards
Objectives

Lesson:
Beginning Activities

I. Anticipating Questions

II. Artifacts Box Activity

Developing Topic:

I. Historic and Regional Maps

II. Primary Sources

III. Background Poster

IV. Spice Trade Simulation
 
 

Culmination
Assessment
Extensions
Vocabulary
References

 FOCUS  QUESTION: How did spices get to the Roman Empire from  Southeast Asia in ancient times? 

For more than three thousand years, the ancient world was linked by elaborate trading routes that connected the Mediterranean World with the far off lands of Asia. As caravans carried exotic goods on the Silk Road to burgeoning markets in the Roman Empire, a parallel maritime trade linked the markets of Eurasia. A complex network of  sailing ships, dependent on seasonal monsoon winds, carried cargoes from India and Southeast Asia to ports throughout the ancient world. This early trade was conducted by intermediaries (Arab, Indian, and Malay seafarers) who concealed the source of their goods eager to protect their lucrative trade. The demand for these fragrant spices and aromatic resins, worth their weight in gold, spurred a search for routes to the mythical Golden Khersonese, Chryse ("land of gold") and to Agyre ("land of silver") as geographers, astronomers, and merchant sailors soon charted new understandings of our world.

This integrated unit introduces students to the trading networks and geographic factors that influenced the maritime spice trade from Southeast Asia to the Roman Empire and Han China during the period 100 BC to 100 AD.  Students work in cooperative groups in a series of activities to learn how the ancient world was unified by this sea trade. This unit would be most effective if taught at the end of a year-long study of ancient world history or as an introductory unit to  the Age of Exploration. It presumes a basic knowledge of the major civilizations of the ancient world. 

GRADE LEVEL:  6th or 7th   TIME REQUIRED:  Two weeks 

HISTORY/SOCIAL SCIENCE CONTENT STANDARDS FOR CALIFORNIA SCHOOL:

6.6  "Students analyze the geographic, political, economic, religious,  and social structures of the early civilizations of China. (7) Cite the significance of the trans-Eurasian "silk roads" in the period of the Han Dynasty and the Roman Empire and their locations." 

6.7 "Students analyze the geographic, political, economic, religious, 
and social structures during the development of Rome." (3) Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes." 
 
 

OBJECTIVES
Geographic Students will recognize environmental factors that influenced maritime trade routes and the establishment of major trading centers in classical times. 

Students will identify the major imports and exports of the cultures along the coastal trade routes. 

Students will identify the major regions and islands that comprise Southeast Asia. 

Historical Students will evaluate  perceptions of the ancient world (especially the fabled "Golden Khersonese") through ancient maps and primary source travelers' accounts. 

Students will discuss implications of archaeological evidence recently discovered. 

Economic Students will study the spices that were imported from Southeast Asia that were the objects of international trade. 

Students will recognize the economic factors that effected the trade in luxury goods.  Experience the principles of "market supply, scarcity, and demand" in a simulated trading activity. 

LESSON
Introductory Activities I: ANTICIPATING QUESTIONS (Defining Spices)
This unit begins by asking students to brainstorm lists of everyday natural products that we take for granted today. The class can work in three groups or this can be done as a whole class activity. Groups could also make a collage of images from magazines to develop the idea. 
  • Begin by naming favorite dishes they enjoy for dinner -- what is popular? Why?  
    • Try to identify specific ingredients or flavors that account for their love of these foods. Encourage them to name foods that may have originated in other cultures. What unusual ingredients can they name? Can they name the countries where specific foods or spices originated? 
  • Do the above activity with fragrances.  
    • See if the students can list all the ways our society uses scents (perfume, cologne, lotions, room deoderizers, incense, potpourri). 
    • Can they name specific fragrances or brand names? Are some scents associated with certain cultures or countries? 
    • Display the class list so that more things can be added as the unit progresses. 
  • The third prompt asks students to name all those items (and ingredients) that are used as medicines. Broaden this category to include poisons, fumigants, insecticides and ointments. Ask the class if they know where the ingredients originate. 
Alternately, the teacher can bring a bag of grocery goods to introduce the unit. Unpack items such as olive oil, chocolate, oatmeal, tuna, cereal, fragrant lotion, hand soap, cough syrup, toilet paper and insecticide that you've carefully chosen. Ask or assign students to determine where eact item came from.

The main idea is that trade is an everyday occurance that happens all the time and involves the resources and efforts of people worldwide.
Note: You can find information on the history and current uses of individual spices at the Spice Encyclopedia web page posted  by today's spice merchants at 
http://www.spiceadvice.com/index.html
Introductory Activity II: ARTIFACTS BOX ACTIVITY
The second introductory activity creates anticipation and gives the class some hints about what they're about to learn.  Students assume the role of archaeologists and examining four objects in a mysterious box found buried along the Malabar coast in Southwest India. 
Developing the Topic I Geography: HISTORIC and REGIONAL MAPS
 
The artifact box activity above shows the inter-connectedness of cultures and some exchange of goods. It raises questions about the actual geography.  (Where are we? Who were these people? What did they know? ) The examination of historic maps gives students the opportunity to speculate on Greco-Roman perceptions of the shape of the world. 
HISTORIC MAPS ACTIVITY CONTENTS:
MONSOON WINDS AND ENTREPOTS 
REGIONAL MAPS:
 
Developing the Topic II : PRIMARY SOURCE READINGS -- Trade Routes 
In addition to the historic maps viewed in the opening activity, students will better understand the how ancient people viewed their world by reading written accounts. 

Distribute "Primary Source Records" giving one passage to each group. Have students read and discuss the passage. Ask them to evaluate the source for accuracy. Using the world map, have groups present each passage to the class to underscore the incomplete knowledge of world geography during the Greco-Roman period. 
Developing the Topic III: BACKGROUND POSTER
Supplement student observations with additional information provided in background notes. Indicate the segmented nature of the ancient maritime trade based on the readings and the geographic knowledge at the time. Emphasize the fact that the two extremes on the trade route (Rome and China) knew very little about the other. 

A thriving trade in spices existed in the ancient world, but certain items were only grown in Southeast Asia, India or China. (See chapter two in Exploration by Sea for a good description of the spice routes.) To learn about the major  goods of the spice trade, students will return to their groups to make posters to "advertise" spices.
 
Developing the Topic IV: SPICE TRADE SIMULATION
In this activity, your students continue to work in groups that will represent major production centers for goods traded by sea during the period from 100 BC to 100 AD. They will make tokens to represent "luxury goods" that were typical of their culture.  In a three-round simulation, they will trade for the goods they desire. Because of language barriers that existed, students must conduct their trades silently or use gestures. Point out to the students that often traders would speak more than one language to be effective. 
CULMINATION
Bringing it all together: 
  • Return to Overview Maps. Direct students to label individual maps to show the seafaring routes.  Have the groups assist in labeling the classroom map. 
  • Have students design an icon or symbol to represent three major exports for their entrepot. Ask for volunteers to draw theirs on the classroom map. Have students list (or draw) these export items in the appropriate regions on their maps. 
  • Return to the Artifact Box. What new understandings do the students have about the contents? Would their "story" be any different now? 
  • (Optional) Students can summarize the trading simulation and their understanding of ancient trade in a five paragraph writing assignment
ASSESSMENT:
  • Artifact Box summary 
  • Spice Poster (group work/presentation) 
  • Trade Simulation artifact(s) 
  • Trade Simulation Summary/Response 
  • Map labeling:  trade routes, exports and archaeological evidence 
  • (Optional) Discussion of archaeological finds 
  • (Optional) Five paragraph summary 
EXTENSIONS: 
  • Read chapters 1, 2 and 3 from The Silk and Spice Routes:  Exploration by   Sea.  Discuss the ways this book confirms or enhances understanding of the trade in spices. 
  • Distribute "Archaeological Artifact:  Funan" handouts to students. Examine the images to discuss these questions: What do you see?  Where did the item originate? What do these discoveries indicate about contact with Southeast Asia during ancient times? 
  • Students can research ancient shipbuilding and draw examples of the various distinctive sailing vessels from each culture. 
  • Make a dish that features a particular spice as an important ingredient.  Feature cinnamon, ginger, cloves, cardamom, nutmeg, mace or pepper. 
VOCABULARY:Unit vocabulary related to economics and geography
REFERENCES: Bibliography, Websites, Student Resources
ORIAS

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