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Crash Course in World History: Silk Road and Ancient Trade

Details

Tech Product/Equipment:
Computer and projector

Activity Description

The Silk Road
Source: https://www.youtube.com/watch?v=vfe-eNq-Qyg&list=PLBDA2E52FB1EF80C9&index=9B1EF80C9 (License: Protected by Copyright (c) [i.e. screenshot])
 

In this activity, students learn about the Silk Road and Ancient Trade. This video is part of a series of very fast-paced, engaging videos (found on YouTube) on various aspects of World History. Currently, there are 42 videos on World History but over 250 including other topics such as US History, Chemistry, Biology, Literature, and Ecology. They might be just the ticket to engage your high school diploma students to learn their world history.

 

 

Preparation

  1. Preview the video and check to make sure YouTube is not blocked at your site. There may be an ad at the beginning of the video. If so, you may want to play through the ad before class and pause the video where you want it to start during class.
  2. Prepare some concept questions for students to look for during the video.
  3. Prepare some comprehension questions associated with the video for distribution after the video.

Teacher Tips

Look through the textbook you are using to cover world history and see how many of the videos would be useful as supplementary material to make history come alive. Then assign the videos as they are presented in the textbook.

More Ways

  • This site has many similar videos on other topics of interest to your students. Use the Web Site URL (immediately above) to access the YouTube Channel for Crash Course and browse through other World History, U.S. History, Literature, Chemistry, and Biology videos.

Program Areas

  • ABE: Adult Basic Education
  • ASE: High School Diploma

Levels

  • High

Lesson Plan

Warm-up
Engagement Extension

Objective: Activate prior knowledge and introduce trade concepts.

Activity:
Distribute small “Trade Cards” to students with imaginary goods (e.g., silk, spices, jade, wool, olive oil). Have students walk around the room and try to “trade” their items with others, aiming to increase the perceived value of their goods. After 5 minutes, gather and ask:

    • What strategies did you use when trading?
    • Did you feel some goods were more valuable than others? Why?

Transition: Connect this activity to the real-world historical trading system of the Silk Road.

Introduction

Script:
“Today, we’re diving into one of the most influential networks in world history—the Silk Road. Contrary to what its name suggests, it wasn’t a single road, and it wasn’t only about silk. This lesson will help us understand how goods, cultures, religions, and even diseases moved across continents and changed history forever.”

Pre-Video Questions:


Write these on the board or distribute as a handout for students to consider while watching:

  • What were the main goods traded along the Silk Road?
  • How did the relay trade system work?
  • What cultural and religious exchanges took place?
  • What were some unintended negative consequences of this trade?
Presentation

Activity:
Watch the Crash Course Video: “The Silk Road: An Overview
📺 Link to video

Note: Play the video from a prepared timestamp if needed to avoid ads. Encourage note-taking and keep the pre-video questions visible.

Practice
Engagement Enhancement

Group Activity: Silk Road Simulation

Instructions:

    1. Divide the class into 4-5 “regions” (e.g., China, Central Asia, India, the Middle East, Europe).
    2. Give each group a profile card detailing what they export and what they desire to import.
    3. Simulate 2–3 rounds of trade using printed trade goods (paper slips).
    4. Track which group ends up with the most diverse and valuable set of goods.

Debrief Questions:

    • How did geography and goods influence your trading?
    • What challenges did you face?
    • How might this have reflected real experiences along the Silk Road?
Evaluation
Engagement

Comprehension Check:


Distribute a short quiz or worksheet with questions like:

  • What were the main routes of the Silk Road?
  • Why was silk so valuable?
  • Name two positive and two negative impacts of the Silk Road.
  • How did Buddhism spread along the Silk Road?

Alternative: Use Quizizz, Kahoot, or Google Forms for an interactive quiz experience.

Application
Extension

Individual Reflection Writing Prompt:

“Imagine you are a merchant traveling one segment of the Silk Road. Describe your journey. What do you trade? Who do you meet? What cultural practices or ideas do you encounter?”

Optional Extension:
Ask students to draw a map showing the Silk Road’s overland and maritime routes, labeling key cities and goods traded.

Documents

Subjects

  • Social Studies
    • World History

Standards

  • Speaking and Listening
    • CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
    • CCR Anchor 3 - Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Tags

Crash Course, disease, history, Literature, road, silk, Silk Road, trade, trade routes, US history, world, World, ancient, Biology, Chemistry, China

Creative Commons License

CC BY
CC BY: This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use.

Conditions

Crash Course videos are generally available for educational use under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This license permits educators to share, adapt, and build upon the material for non-commercial purposes, provided appropriate credit is given, any changes are indicated, and derivative works are distributed under the same license.

AI Reference

ChatGPT was used to rewrite this lesson in the WIPPEA format
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OTAN activities are funded by contract CN240137 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.