Social Science and Spice Trade

Economics is one of the social science subjects that help people to understand the spice trade in Eurasia. Merchants and traders exchanged goods on the trading network. Then, the traded goods were sold to the consumers. An example that shows economy in the spice trade network is the spice. One of the most popular good sold in the medieval European countries was spice that was traded from Asian countries. During Middle Age in Europe, there was a huge demand of precious, exotic spice that came from Asian countries. However the spices were scarce in Europe, although there were surplus amounts of spices in Asia. Not only it was because the journey on the trading route was harsh, the prices of the spice increased during the trade. The prices of the spices were cheap in the original countries such as India and Moluccas, Spice Islands, but as the spices moved on to Arab traders, prices increased. Because the Venetians merchants traded in Egypt with Arab traders instead of going to the original country for spice, the price of the spice had to be high. The map below shows the sea route and land route used by the traders and merchants from different parts of the world to trade goods. The red arrows show the spice trade routes. This map explains how the European merchants got the spices. When the European merchants brought the spice in to the European countries, the prices of the exotic food were extremely high. This is how economics was involved in spice trade and help one to understand the spice trade in Eurasia.

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The second social science subject that is analysed to understand the spice trade is sociology. There are many different branches of sociology. One of them is religion. During the journey of on the spice trade routes, including the Silk Road network, the religious traders and merchants carried religious goods with them. Below is the primary source, which gives evidence that the religious objects were traded on the spice-trading network. The artifact below has images of the Persian goddess. The goods like this religious artifact were popular among the traders in the trading routes. Not only the traders traded religious objects, they also built religious buildings so they can worship their gods wherever they go. Interested traders and other people who were passing by accepted the religion and brought in the religious cultures to their countries. For example, Buddhism was a widely spread religion in the countries that were involved with the trade. Buddhism spread because of the temples that were built on the route and the Buddhist goods that were traded with traders and merchants with different ethnicity and language. This was how the major religions such as Buddhism, Christianity, Hinduism and Islam were spread to countries in Asia and Europe through spice trade.

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Another subfield of sociology that was involved in the spice trade was politics. Many conflicts were made between the countries caused by spice trade. One of the important conflicts is colonization and a good example of this is British colonization in India. There are many primary sources that support this, including political document such as “Azamgarh Proclamation 1857”. This is a manifesto written in India, that relates to British colonization and Indian revolt in 1857. This proclamation shows the tyranny in India caused by the British. The author of this document writes, “Regarding Merchants- It is plain that the infidel and treacherous British government have monopolised the trade of all the fine and valuable merchandise, such as indigo, cloth, and other articles of shipping, leaving only the trade of trifles to the people, and even in this they are not without their share of the profits…” One of the causes of the rebellion was injustice towards the merchants. Because European consumed exotic products from India, the British military used their weapons to colonize India, taking all the profits and goods made by the Indian merchants. By using their power and weaponries, the English government made the choice of tyranny in the trading system of India, causing the Indians to revolt. Not only this kind of event occurred in India, other countries were colonized for fulfilling the consumption of other nation. This is how the spice trade brought in the political conflicts between countries.


MLA Citations for the map and primary sources

“Primary Source Artifact – Silver Vase – Silk Roads (Women in World History Curriculum).” Primary Source Artifact – Silver Vase – Silk Roads (Women in World History Curriculum). Web. 5 Sept. 2015.

Santoso, Merissa. “Batik-movement of ideas “. The spice route . , 09 march 2010.

, . “Texts-part 2 “. Mutiny at the margines . Arts & humanities counsil, July 2007.

Tips That Will Help You Survive Grade 8

1.  Always, always, always stay on task. Quit all the apps that can distract you. If you don’t, you will end up with heaps of homework and you will get stressed.

2.  It is helpful to listen to your teachers.

3. Study for tests. You can get 1 on your test if you don’t prepare well. Like me.



4.  Get enough sleep. Don’t fall asleep in the middle of class like me.


5. Enjoy every moment in grade 8.


Good luck. I hope you survive 8th grade.


Friends, Family, Former Time Books Just for You

These are the books that you must read at least once in your life. The books I recommended show the love between friends, families and the reality of hidden history in the former time.

This is the video I created with summaries of each book. I used Comic Book theme in iMovie to make this video. Enjoy!


Click the link to see the pictures of the title pages.


  1. Wonder by R.J Palacio
  2. Mockingbird by Kathryne Erskine
  3. Flowers for Algernon by Daniel Keyes
  4. When My Name Was Keoko by Linda Sue Park

How Lisa Fought Her Internal Conflicts, Venn Diagram

If your parents were divorced, what would be your reaction to it? Lisa, the protagonist of the book Take My Word For It by John Marsden was faced with that conflict. Because of that conflict, she had no tears, her emotions were concealed, and instead she acted like a strong person. Throughout the book she had conflicts other than her parent’s divorce. One of them is the dorm she stays in. John Marsden writes, “I just don’t like this dorm much” (4). “People go quiet when she comes in” (5). Lisa didn’t like the dorm for two reasons. The first reason was that there were no friends who were close to her and second reason was Marina. Marina is the girl who does not speak and makes everyone else in the dorm depressed. The resolution of this conflict is shown in the Venn diagram below. The conflict that was not resolved in the book was divorce of Lisa’s parents. However Lisa gets used to her parents’ divorce and understands her parents in the resolution part of the book.

I made a Venn diagram showing the resolution of the conflicts and the conflict that was not solved in the book. I used quotes from the books to make this diagram. The images in the corners of the diagram are Lisa. If you look closely at the faces, one of them has a sad face and one has a smile on it. I drew it myself using the Illustrator to show Lisa’s changes followed by the resolution of the conflict.


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Covering Conflict Inside, Instagram

Everyone sees this poor Lisa as a girl who has everything. Popularity, looks, academic achievements, sporting success and leadership. However Lisa Morris, the protagonist of the novel Take My Word For It by John Marsden is a great actor, she acts like she is not hurt, she acts like a strong person so no one, even her closest friends don’t know Lisa’s real feelings.

“She wrote quite a lot about me. She said I’m sort of a leader—people expect me to take charge of things, and they listen when I give an opinion. She also said I’m too reserved—that I never tell anyone what I’m really feeling” (33).

As the story goes on in this novel, a problem intensifies and Lisa’s internal conflict starts to get revealed. Lisa starts to write her opinion about her parent’s divorce. I made series of fake Instagram for Lisa. I used quotes from the books to write the captions to show how the conflict gets intensified as time passes.

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Reveal Your Mood in this Dome, Poem

Hurt students struggle their childhood in the depressing dome of Warrington boarding school. Below is a free verse poem I wrote. I used quotes from the book that relates to the mood “depressed”. This poem shows how the setting of the boarding school dome creates the depressed mood. I used the line “This dorm” to show how the dorm created the mood, not how the character feels in the story. This poem is written in Lisa’s point of view. In the novel, Take My Word For It (or So Much To Tell You #2) by John Marsden, her divorced parent throws Lisa to the depressing boarding school.


This dorm makes me

Go quiet,


Hide, keep to the walls,

Perch there like a terrified rabbit,

I just don’t like this dorm.


Watching all the happy families

I dreamed of when I was a kid,

Wondering if I’ll deserve to join

Perch there like a terrified rabbit,

I just don’t like this dorm.


This dorm

Grinds me down tonight

No confidence and hide

I’m a sad case.

Perch there like a terrified rabbit,

I just don’t like this dorm.


These are the quotes I used.

“I just don’t like this dorm much” (4).

“And it’s hard on us, not just because of jobs and stuff, but because she depresses everyone” (5).

“People go quiet when she comes in” (5).

“I was watching her a bit today but you have to be careful. If she thinks you’re watching she becomes self conscious and hides or makes like she’s busy” (8).

“And the way she keeps to the walls” (5).

“I read a book, or I watch all the happy families and wonder if I’ll ever deserve to join them” (21).

“She perches there like a terrified rabbit” (21)

“She’s a sad case, Marina” (21)

“I don’t think I’m going to be the kind of adult I dreamed of being when I was a kid” (34).

“ I think under it all Soph has no confidence. You can never pay her a compliment—she won’t let you” (36)

“I’m so depressed tonight” (6).

“This place grinds me down sometimes” (6).

Experience Ethnic Culture Through a Magazine

Won’t it be interesting to learn Chinese geography, ethnic minority and tradition through a magazine instead of textbook? In humanities class, Stephanie, Roanna, Jenny, Bryn and I made a magazine to explore the geography and ethnic culture of China. This magazine includes advertisements, infographics, photos with captions, maps, and most importantly, our travel articles to show our understanding of the Five Themes of Geography. Inspired by travel magazines we found in the library and advertisements on the internet,  my group created a travel magazine which featured articles on the Dai, Naxi, Uyghur, Gao Shan, and Ewenki minorities of China which you can find below.


School, Summer, Winter, Acrostic Poem

These poems are acrostic poems I wrote.



Sunday night I sob

A Clock sings tick-tock

How can I stop the clock?

Oh no, I didn’t finish my homework

Oh no, the school bus is arriving

Last day of my life




Sweat soaks my shirt.

Useless sunscreen

My skin roasts as time passes

My dry mouth begs for cold ice cream

Everlasting heat until the sun disappears

Resting in bed with a fan, heaven.




The Wind wails wildly in anger,

Interrupting my good night sleep

Never stopping, the wind wails

Tears fall from the night sky

Every street painted pure white.

Roar of angry wind still full fill the night.