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 explaining what the Silk Road was, how it connected East and West, and how Marco Polo traveled along it and later wrote about his journeys. They then contribute to a class chart by posting what they already know about Marco Polo, and finally read a short passage about his life and travels along the Silk Road.
Teacher MovesPresent the lesson overview and objectives, highlighting that students will study the Silk Road and the Mongol Empire. Prompt students to share prior knowledge about Marco Polo in the chart, then clarify and extend their understanding using the brief biography before transitioning to the next scene.
Students view an image of a Silk Road caravan and watch The Silk Road: Connecting the ancient world through trade to learn how goods, technologies, and ideas moved between East and West. They respond to a word cloud prompt by naming exotic goods traded along the route and then answer a multiple-choice question identifying the types of things—such as merchandise, cultural ideas, technology, and religions—that were exchanged along the Silk Road.
Teacher MovesIf desired, direct students to the article About the Silk Roads for additional background. Use the word cloud responses to highlight the variety of goods and technologies mentioned in the video, and discuss student answers to the exchange question to emphasize that the Silk Road facilitated both material trade and cultural diffusion before moving the class forward.
Students access Cities Along the Silk Road, select several cities, and read introductory information while examining photos and map locations. Drawing on this exploration, they post an explanation on a class wall describing why cities along the Silk Road are sometimes called “the crossroads of civilization.”
Teacher MovesGuide students in navigating the resource and encourage them to compare locations, trade roles, and cultural features of different cities. Use their wall responses to discuss how these cities prospered as trading hubs and centers of cultural exchange, reinforcing the idea that they were at the heart of commercial and cultural activity along the route.
Students are introduced to Genghis Khan and the rise of the Mongol Empire, then watch Genghis Khan, Conqueror to learn about his conquests and methods. They respond to a poll about which factors contribute to his stereotype as a barbarian. Next, they read A New Look at Mongol Contributions to learn about the empire’s achievements, contribute to a word cloud by listing Mongol contributions to civilization, and finally write a short response 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 video and poll as an opportunity to question stereotypes and consider multiple perspectives on Genghis Khan. After students read about Mongol contributions, prompt them to identify specific achievements in their word cloud entries. Review and, if appropriate, share exemplary opinion responses with the class, emphasizing that historians must support their interpretations with evidence rather than seek 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.
©2026 Exploros. All rights reserved.