Materials

• Overheads of five maps completed over the first three sessions
• Teacher-prepared quiz of selected locations from recent maps and/or notes from Session 3
• Blank outline world map for each student (and one on the overhead projector for teacher use)
• Colored pencils and/or markers
• Preferred teacher resources

Instructional Activities

NOTE: The following Web resource may be helpful for locating maps:

• “Education Place.” <http://www.eduplace.com/ss/maps/>.

1. Administer a teacher-prepared quiz on trade routes (in the form of a map) and traded products (questions from notes).
   
   
2. After the quiz, review quickly as a class all five maps. Select a few students to go to the front of the class and review the maps, or have students quickly study in pairs.
   
   
3. Distribute blank outline world maps and colored pencils. Direct students to use notes from the previous session, the trade route map, their textbooks, and other sources provided by the teacher to develop a map that includes indications of the following:
   • Colored pictures of all major products/ideas exchanged around 1500 A.D.
   • Products located on trade routes or in empires where the products came from (arrows can show direction in which it was taken—mainly to Europe)
   • Mode of transportation (ship, foot, caravan)
   • Locations of empires, trades routes, or any major geographical features that were obstacles to trade (Sahara and Gobi Deserts for example).
   
   NOTE: It is recommended that the teacher first create a sample map. Also, empires should be located but not colored, so as not to interfere with the colored products/ideas.
   
   
4. Assign a teacher-selected reading, worksheet, or other reinforcement activity.