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L2 learners will perform several CLT activities synchronously on the subjects of classical and early modern trade for the purpose of preparing them to write two 300 word essays during a summative assessment at the end of this learning block.

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Video and reading on the exchange of ideas along the Silk Roads (religions, philosophies, technologies, etc.).  Essay prompts given in preparation for CLT activities.

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More detailed video on the Silk roads and textbook pages on this subject are posted on Blackboard.  Each group receives a space in the Blackboard forum area.

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Links to videos on the historic Silk Roads and China's One belt one road initiative are posted to the Blackboard content space, along with the instructor's introductory video to the learning block.

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Video and reading on pre-Columbian civilizations in the Western hemisphere.

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Ca. 15-20 essay prompts have been presented by Week 7.

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Learners receive an email directing them to a welcome video on Blackboard in which the instructor introduces themselves and outlines the nature of the learning block, in particular the CLT component and how they will work in groups.  Learners are asked to reply to the email once they have watched the video by a certain date and  are contacted by the instructor personally if they have not replied.

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Individual study of content, sketching of bullet points for CLT responses, posting of bullet point outlines in Blackboard forum space.

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Individual study of content. Group members regularly post new bullet point outlines in the Blackboard discussion space and arrange meeting times.

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On Blackboard learners watch more detailed video on the Silk Roads and classical trade, and read the assigned pages of text on this subject.  They post their first bullet point outline to their Blackboard group discussion space.

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Learners watch introductory video to the learning block. They watch content videos on the historic Silk Roads and China's One belt one road initiative.

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Learners write assessment via Respondus Lockdown Browser in class that features two essay prompts of the kind they have been preparing to answer over the course of this learning block.  The assessment features other kinds of questions (multiple choice, gap fill, etc.) that students should be able to answer if they have been engaging in the CLT activities.

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Full class meeting.  All learners meet with instructor for the first time via video conferencing software, in this case Zoom.  They are assigned places in their groups and are sent to breakout rooms to meet group members for the first time.  Students work through basic questions to acquaint themselves with each other.

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Learners meet in their groups in breakout room to sketch bullet point responses to CLT prompt.

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Learners return to their groups in assigned breakout rooms to practice "bullet pointing" an essay prompt and arrange a regular group meeting time once a week outside of class.  They set up a group on an app that is convenient for them (Whatsapp, MS Teams, etc.), which will serve as a regular backchannel for communication.

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Learners meet with instructor for the second time via Zoom for full class session.   Content input session given through PPt slides.  More preparation for CLT activities provided.

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L2 learners will perform spoken and written activities during this learning block for the purpose of boosting their IETLS scores during the next ESL testing cycle.

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Learners meet in full class and breakout rooms via Zoom.  Learners practice conceiving aural responses to prompt in breakout rooms based on their bullet point outlines and perform their first responses in front of full class.  This begins a cycle that continues through to the assessment:  content exposition, essay prompt presentation, "bullet pointing" in groups, aural response in class.

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Instructor explains the CLT activities that learners will be preparing and rehearsing in groups and provides initial input session on the historical content.  Finally, the instructor screen shares an essay prompt that learners should "bullet point" in their groups.

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Students are regularly meeting in groups both during class and outside of class to continue sketching bullet point outlines for CLT responses and practice speaking possible narratives based on these outlines.  They now have a repertoire of 5-8 essay prompts they can practice.

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Final two weeks feature essay writing activities via Google Docs in their groups.  Instead of speaking their narrative, they are now quickly write them down in full text form.

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Video and reading on the decline of classical trade through the spread of infections disease