Students learn about the Silk Road and how the connection between the East and the West contributed to civilization. They use an interactive map to explore how the Silk Road affected the development of the cities along the route. They learn about the Mongolian Empire and state an opinion about whether the Mongols should be remembered as barbarians or as contributors to civilization.
Students read an introduction to the Silk Road and the Mongol Empire, including a brief overview of Marco Polo’s travels and writings. They contribute to a class chart by posting what they already know about Marco Polo, then read a short passage describing his life as a Venetian merchant who traveled the Silk Road and lived among the Mongols.
Teacher MovesPresent the lesson overview and objectives, highlighting that students will explore the Silk Road’s impact and evaluate the legacy of the Mongols. Prompt students to share prior knowledge about Marco Polo in the chart, then clarify and expand on key biographical details to build background for later scenes before transitioning to the next part of the lesson.
Students watch The Silk Road: Connecting the ancient world through trade to learn how the Silk Road functioned as a major trade network linking East and West. They respond to a word cloud prompt by naming exotic goods traded along the route, then answer a multiple-choice question identifying the types of things—such as merchandise, ideas, technology, and beliefs—that were exchanged along the Silk Road.
Teacher MovesEncourage students to focus on both material goods and cultural exchange as they view the video, and, if desired, direct interested students to the article About the Silk Roads for additional background. Review and discuss student responses in the word cloud and the follow-up question, using examples like silk, jade, glassware, horses, and spices to reinforce the variety of goods and ideas that moved along the route.
Students visit Cities Along the Silk Road, select several cities, and read introductory information while examining photos and map locations. Drawing on what they learn, they post to a class wall explaining why cities along the Silk Road are sometimes called “the crossroads of civilization.”
Teacher MovesGuide students to notice how trade centers benefited from both commercial activity and cultural exchange. Use their wall responses to emphasize that these cities thrived as hubs where goods, people, and ideas from many regions met, and clarify how this central position shaped their development.
Students learn about the rise of Genghis Khan and the Mongol Empire by watching Genghis Khan, Conqueror, then respond to a poll about which factors contribute to his stereotype as a barbarian. Next, they read A New Look at Mongol Contributions to explore the empire’s achievements and record at least two Mongol contributions to civilization in a word cloud. Finally, they write a short response on a class wall stating whether the Mongol Empire should be remembered as barbaric or as a contributor to civilization, supporting their opinion with evidence from the reading.
Teacher MovesFrame the poll as a way to surface students’ initial perceptions of Genghis Khan and discuss how different actions shape historical reputations. After students read about Mongol contributions, highlight examples such as support for the arts, construction projects, advances in medicine and astronomy, improved roads and postal systems, and the linking of East and West. Review student word cloud entries and wall responses, share strong examples with the class, and emphasize that historians must base their interpretations on evidence rather than seeking a single “correct” answer.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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