Students investigate the concepts that are related to the Silk Road trading route. They conduct guided research using a variety of resources. The information is used in order to use a shoebox and draw a map of the Silk Road upon it.

Students determine how the geographic features of the Silk Road trade route contributed to the economic development and diffusion of culture in both Eastern and Western Civilizations.

Students examine the religions that developed along the Silk Road. In this compare and contrast lesson, students visit various stations within the classroom to learn about the Silk Road and the two religions that developed. Using a...

Learners examine how goods and ideas moved along an ancient trade route between China and Europe. They make charts of items, ideas, etc. that were transported along the Silk Route.

Students take a virtual trip down the Silk Road. Using a map, they trace the location of the trade route and others that were developed later. They use different spices and goods to trace how they came to the Americas. They answer...

When Europeans first came back with tales of China, they provided vivid written accounts and minimal visual imput. This resulted in art rendered mostly from descriptive language. Learners explore this phenomena by listening to...

Students explore the Silk Road. In this Asian history and culture lesson, students read a book about the silk Road, then create pictures of the products and landscapes found along the Silk Road.

Young explorers examine the route that Marco Polo and his father traveled to reach China. They examine online maps of the Silk Road and harsh terrain of Afghanistan to determine challenges that may have been encountered during travel.

Sixth graders study the history of silk-making in China. They investigate the silkworm and follow the trade route of the Silk Road. They research other Chinese inventions.

Young scholars examine and discuss art objects from the Silk Roads. They analyze images of artifacts, create a word map, and develop and write a short story or poem based on the slides viewed.

High schoolers examine how cultural ideas and thought were exchanged as travelers and traders of the Silk Road met, interacted, and traded with different peoples from different regions and cultures along the Silk Road.

Students identify Marco Polo and discuss why he took his trip, indicate on map routes Marco Polo took to China and back, describe challenges of traveling along Silk Road, list several interesting aspects of 13th Century Chinese culture,...

Sixth graders explore the ancient trade routes of the Silk Road with a focus on a province in China to identify artifacts and research how these items arrived in the city of Turpan.

Students explore the Silk Road of Asia in this multi-day lesson that includes a "Silk Road roll play" and a mapping activity. This lesson can be used in a social studies or language arts classroom.

Students trace Marco Polo's route into China and use the Internet to research major products fabricated in 13th century China. They discuss their findings and write a report on either: silk, porcelain, jade, lacquerware or tea.

Middle schoolers create a drawing from a written description to examine images of China in European art. In this art analysis lesson, students create a visual image from a written description of an object. Middle schoolers compare their...

Middle schoolers create a drawing from a written description and examine and discuss how European artists from the past created images of China that combined imagination with written descriptions and limited visual imagery.

Learners do a jigsaw activity that will enable them to understand the dynamics of the Silk Road trade.

Learners examine the geographical features of the Silk Road and the Tokaido Road in this introductory lesson on Chinese geography. Small group learning is emphasized and encouraged.

Students investigate who the Mongols were and where their empire was located. They research Kublai Khan and the region he ruled. They study the major products of 13th Century China.

Students research Chinese dynasties and write papers on them. They conclude by making comparisons between eastern and western cultures.

Fourth graders discuss the role the Silk Road had in trade and commerce practices in China during different Chinese dynasties. The lesson evaluation consists of individual student writing assignments.

Fourth graders label the countries that border China and the physical features of Asia. They discuss the physical features of Asia and label them on the other map.

Pupils research and identify the primary geographic features of China. They investigate which features isolated China, and identify the significance of the Hwang River to Early Chinese civilizations. Finally, they research the Silk Road.