Silk Road Trading Game Cheat

In Silk Road, players will be able to expand the scope of their Cities by building trade routes between them! As an additional action during their Construction phase, before building a City players can pay 3 resources in order to build a trade route to or from a City they control. This trade route will be represented by a punchboard ring placed around your City. Each of these rings has two.

The UNC Carolina Asia Center and Duke-UNC Consortium for Middle East Studies Outreach Programs

Along the Silk Road: A Journey of Global Exchange

Middle/High School Version

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• Silk Road, ancient trade route, linking China with the West, that carried goods and ideas between the two great civilizations of Rome and China. Silk went westward. Wools, gold, and silver went east. China also received Nestorian Christianity and Buddhism (from India) via the route. Read more about the Silk Road.
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pdf version

Overview: In this lesson, students will learn about the Silk Road and compare it with global exchanges that are occurring today. Students will begin with an introduction to the meaning of a global exchange and a review of civilizations. Students will then watch a TedEd Talk about the Silk Road, followed by a discussion about the ancient trading routes and the importance of global travelers like Ibn Battuta. After watching the video, students will then simulate traveling along the Silk Road by visiting stations that represent key cities. At each “city,” students will map the route and analyze artifacts that range from photographs to non-fiction accounts. To conclude the activity, students will discuss the importance of the cultural exchange that occurred along the Silk Road and how global exchange continues to occur in their communities today.

Grades	6th; World History
NCSCOS Essential Standards	· 6.H.2.2 Compare historical and contemporary events and issues to understand continuity and change. · 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication). · 6.G.1.2 Explain the factors that influenced the movement of people, goods and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). · 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. · 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions. · 6.E.1.1 Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). · 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. · 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture). · WH.H.1. 2 Use Historical Comprehension to: 1. Reconstruct the literal meaning of a historical passage 2. Differentiate between historical facts and historical interpretations 3. Analyze data in historical maps 4. Analyze visual, literary and musical sources · WH.H.1. 4 Use Historical Research to: 1. Formulate historical questions 2. Obtain historical data from a variety of sources 3. Support interpretations with historical evidence 4. Construct analytical essays using historical evidence to support arguments. · WH.H.2.5 Analyze the development and growth of major Eastern and Western religions (e.g., Including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, etc.). · WH.H.2.6 Analyze the interaction between the Islamic world and Europe and Asia in terms of increased trade, enhanced technology innovation, and an impact on scientific thought and the arts. · WH.H.2.7 Analyze the relationship between trade routes and the development and decline of major empires (e.g. Ghana, Mali, Songhai, Greece, Rome, China, Mughal, Mongol, Mesoamerica, Inca, etc.). · WH.H.2.9 Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact. WH.H.4.4 Analyze the effects of increased global trade on the interactions between nations in Europe, Southwest Asia, the Americas and Africa (e.g., exploration, mercantilism, inflation, rise of capitalism, etc.).
Learning Outcomes	Students will be able to: · Locate key cities from along the Silk Road trading routes. · Analyze artifacts from the Silk Road such as photographs and eye witness accounts. · Identify the influence of technological innovation and various empires during the time of the Silk Road trading routes. · Understand artistic expressions of different communities, as well as movement of goods, people and religious ideas. · Identify the lasting impact of the Silk Road civilizations today in the modern world.
Materials/Resources	· TedEd Talk: : http://ed.ted.com/lessons/the-silk-road-history-s-first-world-wide-web-shannon-harris-castelo#watch · Marco Polo: http://www.history.com/topics/exploration/marco-polo · Ibn Battuta: http://orias.berkeley.edu/resources-teachers/travels-ibn-battuta · Attached artifacts and station worksheets
Time Required For Lesson	120 minutes (recommended two class periods)

Opening Activity/Ted Talk

1. Begin lesson with a daily question: Is there anything you shop for in the United States, but is made in another country? Name one way we are interconnected with another country in trade. What is a global exchange?
2. Ask students to answer the daily question by writing the answer in their journals or on a piece of paper, then discuss out loud as a class.
3. Emphasize that global exchange occurs in multiple ways, usually due to technological advances. Give the example of skyping with a classroom in China or buying clothing items from Indonesia. We can fly to Egypt from the airport or use oil from Saudi Arabia to fuel our cars. Ask students to name people, goods and ideas throughout history that have moved from one place to another. Can they think of how this happened with a religion?
4. Transition: Point out to students (using their examples) that global exchange has been happening for hundreds of years. Test students’ prior knowledge by asking if anyone knows what the Silk Road is.

• Optional for AP students: Name a few of the empires along the Silk Road that you might have already studied (Mongols, Mughal, Ottoman, Ming, etc).

5. Tell students that they will watch a 5-minute video about one of the first global exchanges.
6. Watch the entire TedEd Talk. Ask students if they have any questions about what they watched.
7. To ensure comprehension, ask students to summarize the main points of the video: What was the Silk Road? Emphasize that it was not just one road, but a network of roads and expanded trade that occurred in the region over time. Other questions you can ask include:
   • Where did the Silk Road begin? Where did it end?
   • How did nomads contribute to the growing networks of trading routes?
   • How was the quality of life in China changed as goods were traded?
   • How did conflict, compromise and negotiation over the availability of resources impact the economic development of civilizations (i.e. creation of powerful trading networks, transmission of weapons technology, etc.)?
   • Why do people trade goods and services?

Emphasize: Eastern and Western routes gradually combined to span across Eurasia. People trade goods and services because it helps advance their own civilization. There were many famous travelers along this road that helped map the route.

Ibn Battuta Activity

1. There was a famous Muslim in the 14^th century who traveled the Silk Road. He is now known all around the world as the traveler who explored Asia, Africa, and Europe. Ask the class if anyone knows what his name was.
2. Describe Ibn Battuta. Explain that Ibn Battuta was a Moroccan Muslim explorer who started his travels around 1325. He embarked on his travels in order to go on Hajj, or pilgrimage to Mecca. He visited the equivalent of 44 modern countries and covered about 75,000 miles. During his adventures, he was attacked by bandits, nearly beheaded by a tyrant ruler, had a few marriages, almost drowned in a sinking ship, and more. He observed differences in customs, religions, and urban and nomadic life. The ruler of Morocco asked Ibn Battuta to dictate the story of his travels to a writer. Ibn Battuta dictated his story to a scribe, who wrote the account in a classical narrative style, published as The Rihla (Journey).

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• Optional: The Office of Resources for International Affairs and Area Studies at UC Berkeley has created a website/timeline of Ibn Battuta’s journey: http://ibnbattuta.berkeley.edu/index.html. Ask students to read through this Virtual Tour and answer comprehension questions such as those below.
  • What was Ibn Battuta’s reason for embarking on his travels?
  • What did he hope to accomplish? Did he accomplish it?
  • What are three things that he learned during his journey?
  • Where did he travel? Why?
  • Who did he meet along the journey?
  • Were there any challenges on the journey?
  • What are three facts that stand out to you about Ibn Battuta’s travels?

3. Transition: Tell students that they are going to travel the Silk Road by visiting stations that represent cities along the Silk Road like Ibn Battuta did. They will be acting as travelers who are examining the global exchange of goods. Students will map the Silk Road while answering questions.

Mapping the Silk Road Activity

1. Pass out the blank maps and divide students into 7 or so groups (3-4 people per group). Assign each group one city to begin with. They cities students will travel to are:
   • Samarkand Bursa
   • Khotan Aleppo
   • Dunhuang Baghdad
   • Quanzhou Isfahan
   • Nara Alexandria
2. Go over terms appropriate for your grade level. Ask students what would it look like if a society was expanding on a map? What would it look like if a civilization was in decline?
3. Have each student group go to their first city station. Explain that this first station is their first stop along the Silk Road. First, they will find the city on the map and put a star on their map for the city’s location. Then, they will then look at the objects and pictures at the station and answer the corresponding questions on their worksheets for each city.
4. Give students 8 minutes for each station; 2 minutes for transition time. Have students rotate cities in a clockwise fashion.
5. After the students have completed all of the stations, discuss as a class:
   • How did the movement of goods, people, and ideas impact each city, specifically in terms of innovation, technology, religion and culture? What were the factors that influenced this movement?
   • How did it impact the entire Silk Road region?
   • How did the cultural expressions of each artifact reflect the values of each city and corresponding civilization?
   • How did Buddhism and other major religions develop during this time period? How did trade affect this?
   • What was the contribution of travelers, like Ibn Battuta to their communities? Ask what other travelers that they learned along the Silk Road were noteworthy and why. For example, what role did Marco Polo play when he went to these cities? What was he doing in the readings you read?

Emphasize: Cultural exchange led to a change in artistic expression in places like Samarkand. Samarkand was an example of a cultural exchange between Chinese, Turks and the Samarkand royalty. The Silk Road impacted the world by advancing civilizations and causing an age of exploration that led to the exploration of the Americas. People and countries around the world exchange goods to enhance their own civilization by sharing ideas, including religious beliefs. Travelers like Marco Polo caused increased curiosity in settlements within other cultures and cultural items. Ibn Battuta, a Moroccan traveler, visited places along the Middle East, China and India. He was ordered to write down his travels by the ruler of Morocco.

Connecting global trade to North Carolina

1. Ask your students the following:
   • Today, how have the achievements of the Silk Road ancient civilizations affected our modern world in terms of enduring cultural impact?
   • What are some examples of global exchange today? What are the effects of increased global trade on the interactions between nations? For example, think of the rise of capitalism.
   • Compare and contrast the continuation and change in trading in Constantinople and present-day Istanbul.

Emphasize: The spread of religion has dominated lifestyles in many of these modern-day countries (i.e. Buddhism in Japan). The tradition of advanced technology can still be seen today in both Asian and Middle Eastern countries (i.e. Aswan Dam in Egypt; India as the third most attractive investment destinations for technology transactions in the world). The cultural remains of the Silk Road have been a priority to preserve (i.e. architecture in Iran) as has been the trading routes (i.e. China’s new Silk Road initiative).

2. Close the lesson by restating that global exchange is really important. The impacts of trade routes that started in ancient civilizations can still be felt all around us today.

Homework Assignment

1. Students will research their own historical city along the Silk Road that was not covered in the mapping activity. Ask students to:
   • Map where this historical city is on a map (either the one they used in class or other).
   • Present one artifact that they “found” there during their travels and write 2-3 sentences on how it relates to the cultural exchange.
   • Research a modern city close to their historical city and write 2-3 sentences about it including its name, country, what countries it trades goods with or what materials it produces, and a fun fact.
2. Give students examples of cities along the Silk Road to research such as: Xi’an, Pishan, Miran, Almaty, Kashgar, Bukhara, Yazd, Muscat, Zanzibar, Ephesus, Damascus, etc.

Resources

There is one game we have come back to time and again in our homeschool, and that is the Marco Polo Silk Road Game. In this game, we review the ancient trade routes that Marco Polo traveled as he went from Venice to China. We try our hand at buying and selling goods along the way, and we hope to return to Venice to make a profit! Marco Polo’s Silk Road Game is hands-on and interactive learning at its finest as we actively try to make our way through dangerous deserts and trade for better prices in the faraway cities.

An Introduction to the Explorer Marco Polo

My oldest and I first learned about Marco Polo during his Kindergarten year when he was 5 years old. We were planning on learning about American History, and he was interested in why Christopher Columbus wanted to travel to Asia in the first place. We decided to learn about the spices and silks in Asia, and I found an interesting picture book about the Silk Road. Here are some of the things we read as we learned about Marco Polo.

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In A Single Pebble by Bonnie Christensen, a girl in ancient China sends a pebble with her father, who is a trader on the Silk Road. Along the way, others contribute their treasures. Finally, the pebble and other treasures are appreciated by a young child in Venice at the end of the trade route. I like how this story provided context and interest along with outlining the items traded and the complexities of the Silk Road.

We’re Riding on a Caravan by Laurie Krebs provides a balance of rhyming larger text and smaller more detailed text about a Chinese family’s travels across Asia to Venice for trading. I like the additional details at the end to provide facts for the young reader. But, if the text is too much, just the story can be shared.

Marco Polo by Demi contains amazingly detailed and culturally reflective art. The text contains many facts and appeals to older students.

Other books that are for older children include these:

• The Silk Route by John S. Major provides lots of details and maps.
• The Silk Road by Kathy Ceceri provides many more maps and inspiration for my game.
• Marco Polo for Kids by Janis Herbert also has 21 activities for kids to do.

We learned that Marco Polo received a paiza (golden tablet) from the Chinese emperor. It was a golden token that allowed him safe passage and free residence, horses, and foods in caravans along the way. We made our own with golden colored oven-bake clay.

Playing the Game for Trading on the Silk Road

Even at his young kindergarten age, Raisin loved maps. Following the journeys of Marco Polo were delightful to him. He found it fascinating that so much of the journey was in the midst of dangerous territory. We simply had to adapt this story into a game.

I started by adapting a map of Europe and Asia to indicate the major cities along the Silk Road, according to the books we’d read. I also made a note of what those cities had as a specialty to trade. Then, we gathered items from around the house to represent those items.

• Green pebbles were jade.
• Aluminium foil squares were tin.
• Felt squares were cut out and designed to look like Persian rugs.
• Porcelain tiles were the Chinese porcelain.
• Smooth fabric was called silk.

And then there was the issue of travelling. We had to have camels (so I have a clip art image of one). We also had to eat. I decided that eat turn we took we had to eat, either Raisins or Cheerios (we’ve played it both ways).

Learning from the Marco Polo Silk Road Game

In our reading, we learned that robbers could steal our camels or merchandise in the desert. The camels could die, or our food would be destroyed in a sand storm. It was hazardous to remain in the desert. So I made “take a chance” cards. In some of these, our merchandise breaks (especially porcelain) or is stolen. In others, our camel dies or we lose food. We also might lose a turn! Taking a turn in the desert was not nice idea, of course. But through the game we’d end up between cities between turns. We would have to take a chance.

Trading On The Silk Road In China

I felt a dilemma about learning about price changes. There is not a good way to learn about supply and demand in a board game. So we used the random luck (dice) to determine prices. We roll for each item we want to buy. Sometimes silk or porcelain cost 1 gold each, but in the next town it might cost 5 or 6 gold pieces each. Buy low, sell high!

Of course, getting back to Venice raised the prices considerably. We used two dice to determine the selling price of all our merchandise. The goal was to end up with the highest amount of money back in Venice! That meant taking fewer turns (less money spent on food), buying at low prices, and returning back to Venice with a lot of merchandise to sell.

In the past 5 years since I designed this game, Raisin and I (and now Strawberry too!) come back to it time and again. It is so much fun!

Silk Road Trading Game Cheats

Want to take a chance on the Silk Road? Get Marco Polo’s Silk Road Game in my Shop or at TeachersPayTeachers.

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