Review Game for concepts of trade

Mrs. Smith 02 May 08
Review
Activity:

This activity involves a type of role playing. I would have a bunch of note cards that had different words about trade on them. Then, I would move all desks that were in the center of the room. I’ll have them count 1, 2, 3 to set up the groups. One will be on the lower south of the room; the second will be in the upper center of the room, and the third will be in the farther upper north of the room.
Most of the cards in the third group will say silk, but some of the other cards will say peaches, apricots, cinnamon, ginger, pottery, and paper. There will be other cards that say Buddhism and Chinese. The second group will not get cards yet. The first group’s cards will say alfalfa, wine grapes, copper oxides, zinc, and precious stones. And other cards that say Christianity and Islam. I will move group two in different places in the center, but the other groups are all together.
I will have the third group give the middleman all their cards, and then the middle men will keep some things that they want, and then pass them on and the next middle men will keep some things that they want, and then pass them on, and so on until the few left get over to the first group. The third group keeps the new cards and passes along their other cards to the middle men, and the same simulation talked about above will occur until the third group has different cards. I will ask everyone to look at the cards that they have and describe the new ideas, religions, cultural ideas, etc. that were passed down to them. For example, if the Buddhism card goes to Africa that person will have to tell me (the teacher about Buddhism) and so on. Then, we will have a discussion about the simulation and how realistic the simulation was to back then.










Name: Date:
Class: Unit: Early Civilizations
What does trade do?
Review: The answers will be found in your notes from the Power Point and will be tested on tomorrow
1. The ________________ and the ___________________________ were two important trade routes.
2. Horses arrived in __________________ around 2000BCE, domesticated by
_________________, then brought to __________________, and ended up in
__________ by _______ BCE.
3. The definition of cultural diffusion is: _________________________________
________________________________________________________________.
4. Ideas were exchanged and technology was shared, such as: helping in _____. Horses were used on _________ by ___________.
5. China had a ______________ on the _______ trade. The long-distance travel had many ___________________.
6. The Silk Road brought back ____________________, such as: plants, new crops, medicine, and precious stones.
7. China sent new fruits, spices, and manufactured goods on the ____________.
8. Interactions between different peoples caused ethnic ___________________ and __________ values.
9. Causing a new interest in religions such as ____________________________
________________________________________________________________.
10. The ______________________ route in Africa was ___________ from other trade routes in different countries.
11. Trans-Saharan __________ routes was part of the ____________________
trade route.
12. Only ___ venture along this route due to the danger, but soon the _______ expanded.
13. _________ African merchants supplied salt to _________________ Africa.
14. ______ was brought by _____ to traders in _______, however, the religion quickly spread throughout _______.
15. Even though _____ was the most popular and widespread religion along most ______ routes, ______________ and ________________ was also noticed in Africa.
16. These ________________________ systems caused the exchange and flow of _________, ___________, and _________.
17. Most _________________________ traders did not exchange many ideas from different ____________. This was because there were ____ people were involved in __________ social systems, they were mostly _______________ and ______________.