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 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.

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.

Students 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.

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.

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.

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.

Students 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...

Students generate world maps that act as creative writing prompts. The prompts reflect on the cultures and history of the past through their own experiences. Students create an original writing sample.

Students explore several Chinese dynasties and research various topics including papermaking, calligraphy, and Lu Hou. They also demonstrate how to use an abacus and create several math problems to solve with it. Choosing a dynasty,...