NYSED Global History and Geography Online Resource Guide

Unit 3

 

Core Curriculum

Essential Questions

Focus Questions

Vocabulary

Scholarship

Helpful Hints

Resources for Teachers
(Books/Articles,
Visuals/Music)

Visuals

Learning Experience(s)

Assessments

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home > units >unit 3> Global trade and interactions

C. Global trade and interactions

1.

Resurgence of Europe

 

a.

Hanseatic League and Italian city-states

b.

Trade fairs and towns

c.

Medieval guilds

d.

Commercial revolution

2.

Major trading centers—Nanjing/Calicut/Mogadishu/Venice

3.

Ibn Battuta

4.

Expansion of the Portuguese spice trade to Southeast Asia and its impact on Asia and Europe


Focus Questions

What was the role of guilds in this economic system?
What was the relationship between the rise of capitalism and the decline of feudalism?
What role did a class of merchants and bankers play in the rise of capitalism?
In a market economy, how does the system determine what goods and services are to be produced and in what quantities and for whom?

How did a capitalist economy change the way men and women worked?

What goods were being traded within Europe and between Europe and the rest of Afro-Eurasia? Why?
Outside of Europe, what were the major Afroeurasian trading centers?

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Vocabulary

apprentices global trade routes
banking journeymen
capitalism merchants
commercial revolution trade fairs
guilds usury
Hanseatic League


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Helpful Hints

Global Trade and Interactions: Students can create a visual aid by overlapping timelines of events/turning points occurring in various world regions during this period. This would be a great activity for an after-school geography club, which could claim a hallway bulletin board or wall.

Students should be able to trace the rise and evolution of capitalism as an economic system. Capitalism was made possible due to changes in Europe's economic system and by overseas expansion.

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Resources for Teachers (Books/Articles, Visuals/Music)

Chaucer, Geoffrey and Geraldine McCaughrean, ed. 1996. Canterbury Tales. Puffin Classics. New York: Oxford University Press.

   
 

Chaudhuri, K.N. 1985. Trade and Civilisation in the Indian Ocean: An Economic History from the Rise of Islam to 1750. New York: Cambridge University Press.

   
 

Dunn, Ross. 1986. The Adventures of Ibn Battuta: A Muslim Traveler of the 14th Century. Berkley: University of California Press.

   
 

Hourani, George F. and John Caswell. 1995. Arab Seafaring in the Indian Ocean in Ancient and Medieval Times. Princeton, NJ:Princeton University Press.

   
 

Lopez, Robert S. 1976. The Commercial Revolution of the Middle Ages, 950-1350. New York: Cambridge University Press.

   
 

Rossabi, Morris. 1992. Voyages from Xanadu: Rabban Sauma and the First Journey from China to the West. Tokyo: Kodansha International.


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Learning Experience(s)

Editor's Note:  To date there have been no Learning Experiences submitted for this subsection.  If you wish to submit one, please refer to http://www.p12.nysed.gov/ciai/socst/sscontentcall.html.

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Assessments

Editor's Note: All state examinations are aligned to the New York State Learning Standards for Social Studies and Social Studies Resource Guide with Core Curriculum. The chart below specifies where these alignments have occurred (from June 2000 to the present).

 

Core Curriculum:

Global History and Geography Regents:

1. Resurgence of Europe
a. Hanseatic League and Italian city-states
b. Trade fairs and towns
c. Medieval guilds
d. Commercial revolution

2.

Major trading centers—Nanjing/Calicut/
Mogadishu/Venice
3. Ibn Battuta
4. Expansion of the Portuguese spice trade to Southeast Asia and its impact on Asia and Europe

August 2002 DBQ, Migration

 
1. Resurgence of Europe
d. Commercial revolution

August 2001 Thematic, Change – Turning Points

 


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