Students learn about the Silk Road during the Mongol period. First they recall what they know about Marco Polo. Then they watch a video that provides a general overview and read about the Chinese port of Quanzhou. Next they read a biography of Marco Polo and an excerpt from his account about Quanzhou. Finally they read a biography of the Muslim traveller Ibn Battatu and compare his account of Quanzhou to that of Marco Polo.
Students read an introduction to the Silk Road and its role connecting Europe and China, then consider that Marco Polo was a real historical figure. They contribute prior knowledge about Marco Polo to a shared class chart and then read a short background passage about his life and travels along the Silk Road.
Teacher MovesPresent the lesson overview and objectives, activate prior knowledge by prompting students to share what they know about Marco Polo, and monitor contributions to the class chart. Clarify key points from the brief biography of Marco Polo and ensure students understand his connection to the Silk Road before moving on.
Students view an image of a Silk Road caravan and read about the Silk Road as a network of trade routes linking Europe, Asia, and Africa, including how Mongol rule increased safety and traffic. They watch the video The Silk Road: Connecting the ancient world through trade to deepen their understanding of what moved along these routes, then answer a multiple-select question about the types of goods, ideas, and beliefs exchanged. Next, they shift focus to the port city of Quanzhou and use a graphic organizer to summarize key information about its location and origins, famous visitors, and ethnic and religious diversity based on an article about the city.
Teacher MovesGuide students’ viewing of the video by emphasizing how trade involved both material goods and cultural exchange. Clarify any misconceptions revealed in the multiple-select question. Introduce Quanzhou as a major Maritime Silk Road port and, if desired, direct students to the article About the Silk Roads for enrichment. Support students as they complete the Quanzhou organizer, using the teacher model as needed to highlight the city’s strategic location, notable visitors, and religious diversity before transitioning to the next scene.
Students examine a map of Marco Polo’s travels and then read Marco Polo, Italian Trader at the Court of Kublai Khan to learn more about his life and service in the Mongol Empire. They create a brief three-event timeline of key moments in his life. Next, they read an excerpt from The Travels of Marco Polo describing Quanzhou (Zayton) and post to a class wall explaining what kinds of information he provides about the town.
Teacher MovesUse the map to review the scope of Marco Polo’s journeys and orient students geographically. Support students in identifying significant life events for their timelines, offering examples such as his journey to Kublai Khan’s court, years of service, and return to Venice. After students read the Quanzhou excerpt and post to the wall, highlight and discuss selected responses, using them to explore what details Marco Polo emphasizes and to introduce questions about authorship, firsthand versus secondhand information, and the reliability of his account.
Students view an image emphasizing the presence of mosques along the Silk Road and read about Ibn Battuta, then read an excerpt from The Travels of Ibn Battuta describing China and Quanzhou (Zaitun). Using a three-column graphic organizer, they compare Marco Polo’s account of Quanzhou to Ibn Battuta’s, noting details unique to each and similarities between them. Finally, they post to a class wall explaining which account they find more reliable as a historical source and why.
Teacher MovesIntroduce Ibn Battuta as another major traveler who visited Quanzhou and frame the reading as a comparison of perspectives on the same place. Guide students in completing the comparison organizer, prompting them to notice differences in focus, level of detail, and point of view. After students post their judgments about reliability, share and discuss selected responses, explaining that historians have verified much of Marco Polo’s information, while Ibn Battuta’s account often centers Muslim communities and includes more secondhand reports, making it somewhat less reliable as a comprehensive description of Quanzhou.
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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