Students are introduced to the ancient Silk Roads with an array of stunning photos from the National Geographic website. Then, they explore print and video sources to learn what the Silk Roads were and how the roads contributed to the development of civilizations, both Asian and European. Then they learn the story of Marco Polo.
Students are introduced to the idea of the Silk Roads as a vast network connecting East and West. They view images of the Silk Road, including historical photos and maps, and then visit A Photo Trip Along the Ancient Silk Road to observe landscapes, settlements, and people along the routes. Using a word cloud, they submit words or very short phrases describing what they see in the photos and their reactions.
Teacher MovesReview the lesson objectives and briefly frame the Silk Roads as an important historical network of trade and cultural exchange. Discuss student word cloud responses, highlighting key observations, and invite students to pose questions about what they would like to know about the Silk Roads to set up inquiry for the rest of the experience.
Students examine an image of a caravan on the Silk Road and read The Silk Road, Article #1 and The Silk Road, Article #2 to learn factual information about the history, geography, and function of the Silk Roads. Using a digital map, they label major physical and political features (Great Wall, Huang He River, Yangtze River, Gobi Desert, Taklamakan Desert, China, Mongolia, Tibet). Drawing on the labeled map, they post to a class wall explaining which geographic features would have helped cultural diffusion along the Silk Roads and which might have slowed it.
Teacher MovesDecide whether to label the map together as a class or have students work independently or in groups, using the sample labeled map from the Teacher Pack as needed. After students post to the wall, share an interesting or exemplary response with the class and use it to prompt discussion. Invite students to ask and answer questions about parts of the map or geography that confuse them, clarifying how physical features shaped trade and cultural diffusion.
Students view an image of a bronze coin of the Eastern Roman Emperor Constantius II found in China as evidence of long-distance trade. They then watch The Silk Road—Connecting the Ancient World through Trade to understand how the Silk Roads linked distant civilizations and influenced economic and cultural development. Using a class wall, they explain why the Silk Roads were important to world history, supporting their ideas with evidence from the articles, images, and video, and then review classmates’ posts and respond to at least two with a question or positive comment. If time permits, some students may consult the article The Silk Road for additional evidence.
Teacher MovesBriefly discuss why the Constantius II coin is historically significant, using it to illustrate commercial contact between the Eastern Roman Empire and China and to locate Xinjiang along the Silk Road. Encourage students to draw on multiple sources as they explain the importance of the Silk Roads, and, if time allows, invite them to research one or two additional online sources such as The Silk Road article from the Student Pack. Monitor and support the wall discussion, prompting students to use specific evidence in their explanations and in their responses to peers.
Students examine an image of a page from Marco Polo’s book Il Milione and learn that Europeans first learned much about China and the Silk Roads from his travels. They watch Marco Polo to explore his journey and its historical impact. Then, imagining themselves as Marco Polo, they write one or two diary-style paragraphs describing a day on the journey, and post their entries to a class wall. Finally, they read classmates’ diary entries and respond to at least two with a question or positive comment.
Teacher MovesInvite one or more students to read their diary entries aloud and use these as discussion starters. Ask questions such as how convincing each diary entry is and why, and where students think Marco Polo’s story falls on a spectrum from all true to all false, based on evidence from the video. Use student writing and discussion to deepen understanding of Marco Polo’s role in transmitting knowledge of the Silk Roads and to introduce the idea of differing historical interpretations.
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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