Kollen 1

Unit Plan Overview

Unit:
Stage 1- Desired Results
Connections to Context:

The importance of trading today

The geography affects trading and what

resources a group has

What resources are needed today in our

society
Established Goals

Linkages allow for culture to diffuse

Collective Learning will increase

Spread of a Universal Religion

(What content standards and program- or missionrelated goal(s) will the unit address?
What habits of mind and cross-disciplinary goal(s)for example 21st century skills, core competencieswill this unit address?
Include source and identifying number)
Lesson 1 and 2:
4.1. Standard: Cross-temporal or Global
Expectations
Analyze important hemispheric interactions and
temporal developments during an era of increasing
regional power, religious expansion, and the
collapse of some empires.
4.2. Standard: Interregional or Comparative
Expectations
Analyze and compare important hemispheric
interactions
and cross-regional developments, including the
growth and consequences of an interregional
system of communication, trade, and culture
exchange during an era of increasing regional
power and religious expansion.
4.3. Standard: Regional Expectations
Analyze important regional developments and
cultural changes, including the growth of states,
towns, and trade in Africa south of the Sahara,
Europe, the Americas, and China.
Lesson 3:

Transfer
Students will be able to independently use their learning to
Understand the spread of religion, ideas and goods how the Silk Road helps this
Know why trading goods is still important in todays society
How does geography affect students today through different trade networks?
What are modern day trade networks?
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
Students will understand that
The geography of Eurasia and Inner Asia and why
their geography is important in trading
The rapid spread of Buddhism and how this
affected trade
The trading of goods between different groups of
people and why that was vital for survival
The Empires of Han and Xiongnu and their
significance in the Silk Road
(What specically do you want students to understand?
What inferences should they make?)

ESSENTIAL QUESTIONS
Students will keep considering
What is trading important?
What do countries trade today?
How have resource needs changed over time?
What impacts has shared Religion had on trading?
What goods were traded on the Silk Road?
How are geographical barriers in trading solved?
How did the Silk Road actually work?
How does the Silk Road allow for the transmission of
goods, diseases and religion?
(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Kollen 2
F2. Standard: Systems of Human Organizations
Use the examples listed below to explain the basic
features and differences between hunter-gatherer
societies, pastoral nomads, civilizations, and
empires, focusing upon the differences in their
political, economic and social systems, and their
changing interactions with the environment.
F2.3. Grade Level Expectation:
Classical China or India (Han China or Gupta
empires)
Lesson 4:
F3. Standard: Growth and Development of World
Religions
Explain the way that the world religions or belief
systems of Hinduism, Judaism, Confucianism,
Buddhism, Christianity, and Islam grew, including:

Students will know

Why trading was vital to
survival
What resources different parts
of Eurasia produced
What empires were most
influential in the Silk Road
The spread of ideas like
Buddhism

Students will be skilled at

Locating geographical features
on a map
Knowing what materials and
resources were traded and
where they came from

Creating detailed notes

Summarizing information and
ideas

F3.2. Grade Level Expectation:

Students will exhibit

The importance of discussing
trading
How trading was used and how
it is still used today
The idea of empires what are
empires today and is that
good or bad?
Know why empires had a major
impact on the Silk Road.
The connection of trade then
and now
How a common culture builds
trust - Buddhism

Interactions with culturally diverse peoples

F3.3. Grade Level Expectation:

Responses to the challenges offered by contact

with different faiths

F3.4. Grade Level Expectation:

Ways they influenced people's perceptions of the

world.

(What facts and basic concepts should

students know and be
able to recall?)

(What discrete skills and processes should

students be able to use?)

(What values and commitments and

attitudes should students acquire or
wrestle with?)

Lesson 5:
4.1. Standard: Cross-temporal or Global
Expectations
Analyze important hemispheric interactions and
temporal developments during an era of increasing
regional power, religious expansion, and the
collapse of some empires.
4.1.3. Grade Level Expectation: Trade Networks
and Contacts - Analyze the development,
interdependence, specialization, and importance of
interregional trading systems both within and
between societies including
4.1.3a. Expectation:
Land-based routes across the Sahara, Eurasia and
Europe
4.1.3b. Expectation:
Water-based routes across Indian Ocean, Persian
Gulf, South China Sea, Red and Mediterranean
Seas

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Kollen 3

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Kollen 4

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum