Students follow the path of the Mongol Empire from its origins as a horde of loosely aligned cavalry on the steppes of Asia, to its expansion throughout Asia and into Europe and the Middle East, to its decline and collapse after about a century. They study and explain the contributions of the Mongols to Chinese and Asian history. Finally, they assess Genghis Khan’s attributes as a ruler.
Students are introduced to the Mongol Empire and its significance, then watch the video Genghis Khan—Rise to Power to learn how Genghis Khan led a small group of horsemen to create the largest land empire in history. After viewing, they record their impressions of Genghis Khan in a shared class table.
Teacher MovesReview the lesson objectives and provide an overview of the experience. Lead a discussion of students’ impressions, prompting them to consider whether a leader like Genghis Khan can be both good and bad, and use this as a preview of later analysis. Refer interested students to The Mongols in World History for enrichment and for your own background knowledge.
Students read Genghis Khan and Kublai Khan, Ogodei (1185–1241), and Khubilai Khan (1215–1284) to investigate how Genghis, Ogodei, and Kublai Khan each shaped the Mongol Empire’s expansion and governance. They take notes in a three-part graphic organizer comparing the rulers, then post to a class wall explaining which ruler they respect most and least and why, and respond to at least two classmates with questions or positive comments.
Teacher MovesEncourage careful note-taking in the organizer and ensure students use evidence from the readings in their posts. Invite interested students to explore additional resources in the Student Pack for more detail on the Mongol rulers.
Working with a partner, students watch the Animated Map of the Mongol Empire to observe how quickly and how far the empire expanded. Using a current political world map, they identify modern nations that were partly or fully within the Mongol Empire and submit a word-cloud entry listing the countries they found.
Teacher MovesRemind students they may need to replay the animated map several times to capture all the information. Support pairs as they compare the historical map with a modern political map, and, as needed, highlight examples of modern countries that were conquered by the Mongols.
Students read Mongol Unity Under Chinggis Khan, Tribal Group vs. Mongol Identity Under Chinggis Khan, and Chinggis Khan’s Four Great Legacies to examine how Mongol culture and government changed under Genghis Khan and what aspects remained the same. They complete a two-column class table describing the Mongols “Before Genghis” and “After Genghis.”
Teacher MovesDiscuss student responses in the table, drawing out key continuities and changes in Mongol culture and governance and clarifying misunderstandings.
Students watch the video History vs. Genghis Khan to explore contrasting historical interpretations of Genghis Khan as a wise ruler versus a brutal conqueror. They then post to a class wall stating whether they believe he was mostly good or mostly evil, supporting their opinion with evidence from the entire experience, and respond to at least two classmates with questions or positive comments.
Teacher MovesUse students’ posts and questions to launch a whole-class discussion about the complexity of historical figures and how historians’ perspectives and sources shape interpretations of Genghis Khan, noting that accounts of his life and even his death are often conflicting.
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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