Feature B

The world's largest hot desert, spanning the entire northern third of the African continent.

Answer: ______________________

Feature C

Twin rivers framing the Fertile Crescent, modern home to Mesopotamia's ancient city-states.

Answer: ______________________

Feature D

Major ancient trading hub in West Africa, home to libraries, mud mosques, and universities.

Answer: ______________________

Part 2: Double-Venn Comparison

Compare and contrast how geography affected Egypt and Mesopotamia. List one unique trait for each, and one shared geographic need.

Egypt (Nile)

(Describe flooding, environment, and social outlook)

Shared Traits

(List shared geographic needs and achievements)

Mesopotamia

(Describe flooding, environment, and social outlook)

Unit 1: Africa & Middle East • Student Activity Sheet Page 2 of 2

Unit 1 Complete • Transition to Unit 2 (Asia & Pacific) 05 / Culture

D. A physical region where multiple land, water, or trade routes intersect, facilitating cultural exchange.

Indiana Standard IAS 7.1.1 & 7.3.1 Evaluation Page 1 of 2

Part III: Document-Based Question

Historical Evidence & Analytical Writing

Name: ________________________

Document Source: Account of Ibn Battuta (1352 CE)

"The inhabitants of Mali have many admirable qualities. They are seldom unjust, and have a greater abhorrence of injustice than any other people... There is complete security in their country. Neither traveler nor inhabitant in it has anything to fear from robbers or men of violence... They are extremely careful of the hours of prayer, and training their children to them."

Prompt A: Based on Ibn Battuta's account, identify two qualities of Mali's society that made it stable and secure for traveling merchants.

Prompt B (Synthesis): Using information from both Ibn Battuta's quote and your reading, explain how West Africa's geography allowed it to transition from an isolated zone into a connected global empire.

DBQ Short-Response Rubric

Unit 1: Africa & Middle East • Writing Rubric Page 2 of 2

Activity: Focus on Himalayas as an physical rain-barrier. Label mountain chains and trade paths on student packet.

DAY 2

Silk & Spice Routes

Objective: Map trade routes linking Asia, Rome, and India, listing primary luxury materials exchanged.

Warm-Up: Showcase silk cocoons and spice specimens. Why were Europeans willing to pay fortunes for weight in silk/spices?

Activity: Guided tracking of continental Silk Road and Maritime routes. Record primary trade products in graphic organizer.

DAY 3

Belief Flows

Objective: Trace how Buddhism and Hinduism traveled from India into East and Southeast Asia via merchants.

Warm-Up: Define "mercantile expansion." Explain how trade caravans always carry culture and beliefs with them.

Activity: Analyze visual Buddhist architectural remains (Dunhuang Caves or Borobudur) to track cultural diffusion.

DAY 4

Tiger Economies

Objective: Compare contemporary markets of East Asian hubs (like Japan, South Korea) and Oceania (Australia).

Warm-Up: Present import-export data showing the massive container ships traversing the Pacific Rim.

Activity: Contrast natural resources vs. technology manufacturing hubs in Japan/Korea vs. mineral resources in Australia.

Common Misconceptions

• Asia is a monolithic culture: Remind students of the immense diversity across South, East, and Southeast Asia, plus distinct indigenous Oceania groups.
• Silk Roads were paved roads: Explain they were dynamic, shifting, dangerous networks of wilderness dirt trails and sea routes.

Differentiation Strategies

• Support: Provide a labeled diagram illustrating monsoon breeze patterns (Land-to-Sea vs. Sea-to-Land).
• Extend: Create a travelogue entries from the perspective of a Han Dynasty silk trader traveling through the Taklamakan Desert.

Indiana 7th Grade Social Studies Curriculum Bundle Page 2 of 2

Step 3: Middle East

Identify what desert animals were utilized:

Step 4: Destination

Wealthy elites in Rome buy silk tunics.

Traded for: Roman Glass

Part 2: Modern Pacific Rim Economics

Compare the diverse economic models of the modern Pacific Rim. Research or use class notes to describe each nation's primary market role.

Japan Economic Model: High-Tech Manufacturing

Describe two major industrial exports:

Australia Economic Model: Primary Resource Export

Describe two key mineral or farm products:

South Korea Economic Model: Heavy Industry & Tech

Describe two key global products:

Unit 2: Asia & Pacific • Student Activity Sheet Page 2 of 2

Pacific Rim Hubs

With massive deep-water shipping lanes, resource-rich Australia, and tech-driven megacities, the Pacific Rim acts as the ultimate contemporary global market.

Curriculum Sequence Complete • Review Unit Assessments 05 / Economics

D. The spread of cultural beliefs, social activities, and technologies from one group to another.

Indiana Standard IAS 7.1.2 & 7.3.2 Evaluation Page 1 of 2

Part III: Document-Based Question

Historical Evidence & Analytical Writing

Name: ________________________

Document Source: Xuanzang, "Great Tang Records" (646 CE)

"We entered the great sand desert... where there are no water springs or vegetation. The sand is shifting and blows in drifts before the wind. Travelers cannot trace any road; they find their way only by looking at the bleached bones of dead animals and people... Sometimes you hear supernatural sounds in the air, and many travelers lose their way and perish."

Prompt A: Based on Xuanzang's account, identify two physical dangers that merchants and pilgrims faced while traversing the continental Silk Road deserts.

Prompt B (Synthesis): Explain why merchants were willing to face these extreme dangers. Use your knowledge of the "economics of scarcity" (why rare items like silk and spices were highly valuable) to support your answer.

DBQ Short-Response Rubric

Unit 2: Asia & Pacific • Writing Rubric Page 2 of 2