Perspectives on the Mongols
Perspectives on the MongolsOverviewIn this three-part lesson, students consider differing perspectives on what the Mongols were like as rulers.Projected Time: ~2 hour and 10 minutes (one 30-minute part and two 50-minute parts)Implementation time will vary across classroom contexts.Discussion Questions: ●On-ramp:Given the meme and thinking about perspectives, what is more important: how you view yourself or how others view you?●Central Historical Question (CHQ):What were the Mongols really like as rulers? ●Off-ramp:How should we remember the Mongols? Why? How will you remember the Mongols? Why? Background Information:Before engaging in this lesson, students should have a general understanding of the location of the Silk Road and its use as a network of trade routes.Preparation for Discussion Facilitation:●Establish classroom norms for discussion. If you've already established discussion norms this year, plan to revisit them briefly with your students. If you haven't yet set any norms for discussion, we suggest taking 5-10 minutes to ask students to brainstorm a list the class can agree to (e.g., active listening, sharing air-time, being respectful). Ask students, “What norms do you think we should have in class when we have discussions? How should we treat each other?” Give students a few moments to independently record their own thoughts, then solicit ideas from students. You could give each student a couple of sticky notes to write their ideas on and have them add them to a board in the front of the room, have them submit their ideas using a virtual poll, or just call on students to share their ideas aloud. Based on what studentsshare, generate a list of class norms for discussion. You may want to ask additional probing questions (e.g., how should we respond when someone has a different perspective than we do?).●Consider students’ social-emotional learning. When preparing for discussions, keep in mind that different topics can be sensitive for different students. As you plan, consider how you will support students’ social and emotional needs and address any misconceptions that could cause harm.●For further guidance and support facilitating discussion, see the Deeper Discussions PD Toolkit.Table of ContentsPart 1: Introduction to the MongolsPart 2: The Mongols Source AnalysisPart 3: Central Historical Question Discussion
Perspectives on the Mongols1Part 1: Introduction to the MongolsStudents Will:●Reflect on and discuss why a person’s perspective and context matter when analyzing historical documents.●Analyze primary and secondary sources that present differing perspectives on the Mongols.Materials: •Slide deck: Perspectives on the Mongols(Google| PowerPoint)•Introduction to the Mongols Worksheet: student version(Google| Word) and teacher version•Optional: OER Project Article: Written in the Stars: Secrets of the Mongol Empire○Note: The OER Project offers articles at multiple lexile levels. To change the lexile level, you can toggle between version options in the upper-left corner of the article. Please note that the lower lexilelevels tend to include fewer details, so when completing an activity as a whole class, we recommend that all students receive the same version to avoid confusion.Opener: Discuss the importance of considering perspective (~15 minutes)1.Using Slide 1 in the deck, share the sample “What People Think I Do / What I Really Do” meme showing how others see a history teacher compared to how a history teacher might see themselves. Share with students that they are going to study the Mongols, a group that built the largest land empire in history, in part motivated by controlling the Silk Road trade routes. In the next lesson, they will interpret several sources, thinking about the perspective of each author, and discuss: “What were the Mongols really like as rulers?”As a way to think about perspective before we get into the historical content, they’ll take a couple of minutes to create a meme representing how they think various groups see them vs. how they see themselves. Sample meme. Depending on your students’ context/interests, you might want to find and/or create other memes that follow this structure and swap out with the image on Slide 1.
Perspectives on the Mongols22.Have students briefly brainstorm what they would include in their own meme representing how they thinkvarious groups see them versus how they see themselves. They can sketch, find photos, or simply jot down whatimages and words they might use.3.After students have had a few minutes to brainstorm, ask them to turn to a partner to share what they’ve comeup with so far. Then, bring the class back together for the opening discussion.4.Have students discuss in small groups or as a whole class the on-ramp question: “Given the meme and thinkingabout perspectives, what is more important: how you view yourself or how others view you?” Depending onhow students respond, you could potentially probe, “Is it important to you to reconcile how you view yourselfvs. how others see you?”5.Ask a few students to share what they noticed from doing this activity, then share with students that you hopedthey noticed how depending on someone’s perspective, they may highlight different aspects of a person’s life oractions. This is important to keep in mind when we study history, because the study of history relies heavily onaccounts written by different people with different perspectives and goals for their writing. Emphasize: It’simportant to understand where people were coming from when they wrote historical accounts.Presentation:Introduction to the Mongols (~15 minutes)6.Pass out the Introduction to the Mongols Worksheet.7.Introduce students to some background context on the Mongols by presenting slides 2–11 (talking pointsbelow). Have students take notes in the first part of the worksheet that asks them to list ways that the Mongolsimpacted the world both positively and negatively.Note: As an alternative to the presentation, you could have students read the “Written in the Stars” article and take notes on their worksheet independently. Or, if your students already have background knowledge of the Mongols, you may choose to skip the presentation/article, but we recommend they still fill out the worksheet. Speaker Notes (Slide 2):I’m going to share some background on the Mongol Empire. I want you to listen for positive impacts the Mongols had as well as negative impacts and take notes in your worksheet. Note that the following slides are all based on the OER Project article “Written in the Stars: Secrets of the Mongol Empire” by Bennett Sherry.Speaker Notes (Slide 3): The Mongols built the largest land empire in history, covering 17% of the world’s landmass and ruling 25% of the world’s population at the time. The borders of the Mongol empire stretched all the way from where Korea is today in East Asia (point on the map) to where Hungary is today in Eastern Europe (point on map). In fact, 28 modern countries have territory that was once ruled by Mongols in the 1200s and 1300s. This map shows you how the empire grew over time. The dark green region shows the earlier borders, and the lighter green and yellow show land that was added over time as the Mongols conquered more regions.
Perspectives on the Mongols3Speaker Notes (Slide 4):Before the Mongols built an empire, they were nomadic pastoralists. That means that they made their living by raising livestock, including horses, yaks, sheep, goats, and camels. They would move around from place to place so their animals could have new grasslands to graze on, and because of this lifestyle, they lived in small groups without a centralized government. They didn’t produce many goods, and what they produced they generally traded nearby—they weren’t connected to any major trade routes.Speaker Notes (Slide 5):Sowhat changed and allowed the Mongols to become the leaders of a massive empire? The first reason was climate change. A huge drought in the late 1100s caused pasturelands to dry up. In response, the Mongols moved further south to find pastureland for theirhorses, yaks, sheep, goats, and camels. The area to the south in what is now China was full of farmers and settled communities, and the Mongols began attacking them to steal their supplies. This was relatively easy for the Mongols because they were incredibly skilled at warfare on horseback, and they had a secret weapon: their leader, Genghis (or Chinggis) Khan! Khan was a warrior and charismatic leader, and through military success and alliances he was able to bring the various tribes of the Mongols into a loose confederation. After uniting the tribes, Khan set a goal to obtain as much land, money, gold, jewels, and other treasure for himself and his followers as possible. Over the course of the thirteenth century, the Mongol Empire grew and was gradually divided into four khanates because it was too big for just one person to rule.Speaker Notes (Slide 6):Once the Mongol Empire was built, trade was central to maintaining power, since the taxes on trade goods were a major source of income for the empire. The Mongols had conquered China, which was the manufacturing center of the world, and the more Chinese goods they could sell to the Middle East, Europe, India, Africa, etc., the more money they could make. Sothey were motivated to make overland trade through their empire cheaper, safer, and more appealing to merchants. They did such a good job that the overland Silk Road routes became cheaper to use than traveling the Indian Ocean. Speaker Notes (Slide 7): Mongols were extremely effective at adopting the customs, technologies, and ideas of the people they conquered. When their enemies used a superior military technology, the Mongols would adopt it for their own use. The Mongols also adopted knowledge in science and medicine, which flourished during Mongol rule. Scholars and physicians from cultures across the empire attained positions of power in the Mongol court, advancing scientific discoveries by exchanging knowledge between Chinese and Muslim schools. TheMongols worshiped a sky god, and they believed their shamans could predict the future by reading the heavens. However, they didn’t try to impose their religion on other cultures, so their empire became a melting pot of many religions. Speaker Notes (Slide 8):We can’t talk about this stable empire, where people could practice whatever religion they liked, trade increased, and scholarship about science and medicine thrived, without also talking about the violence that was used to build the empire. To take control of their massive empire, it’s estimated that the Mongols killed 40 million people. They left devastation in their wake, destroying whole cities and centers of learning, and committing acts of violence so horrific that entire cities
Perspectives on the Mongols4surrendered in the hope of mercy. As he directed the sacking of the world’s greatest cities, the Mongols’ great conqueror, Genghis Khan, warned his victims: “I am the punishment of God.” All told, the Mongols’ attacks may have reduced the entire world population by as much as 11 percent. Also, the increased trade during Mongol rule came with an unintended consequence: the spread of the Black Plague, originating in East Asia and traveling west as far as Western Europe. Speaker Notes (Slide 9): What were the Mongols really like as rulers? How should we remember the Mongols—for their brutality on the battlefield and as conquerors of other people, or for their religious tolerance, advancement of math and science, and promotion of trade and interaction between the east and west? These are the sorts of questions we will be trying to answer in our next activity as we read sources from differing perspectives.
Perspectives on the Mongols5Part 2: The Mongols Source AnalysisStudents Will:●Analyze primary and secondary sources that present differing perspectives on the Mongols.Materials: ●Source set: Perspectives on the Mongols (Google| Word)●Perspectives on the Mongols: Sourcing Worksheet: student version(Google| Word) and teacher version●Optional: Sorqoqtani Beki extended biographyPreparation:●If you or your students are new to reading historical graphic biographies, you may want to familiarize yourselfwith strategies for teaching this medium. This OER Project Graphic Bios Guideas well as this resource on HowTo Read Comics activitycan help you scaffold the process for your students.Activity:Primary Source Analysis (~35 minutes)1.Pass out the Mongols source set and associated worksheet.2.Have students work in pairs to read each of the primary sources. For each source, they should note on theworksheet the relationship the author had with the Mongols and how that would impact the author’sperspective of the Mongols. Then, they should list evidence from the source that could help them answer theCentral Historical Question: “What were the Mongols really like as rulers?”●Note: Before students begin working in pairs, you may want to read the first source as a class and modelhow to complete the worksheet using the teacher version as a reference.3.As students work, rotate around the room and engage with student questions. Listen to how students arethinking about each author’s positionality and how that could impact their perspective on the Mongols, askingprobing questions as needed. For example, students may wonder why in the Marco Polo source the Mongolswouldn’t want people out at night, and you could probe about the concept of a curfew and why a conqueringpower would set one.Activity: Graphic Biography Analysis (~15 minutes)4.Bring students back together and either project the visual of the graphic biography for the class and/or askstudents to turn in their source set to Source #4.5.Tell students that this graphic biography was written by a contemporary historian to tell the story of aMongolian princess who helped to shape the Mongol Empire. Ask students to skim the pictures and share with aneighbor what jumps out at them first. Then, ask them how they know where to start and which direction toread the graphic bio.
Perspectives on the Mongols66.Read the biography to students and then either have them answer the questions in their worksheet in pairs orcomplete it as a whole class. It may also be helpful to read the optional extended biography together as a classor share some of the details from the extended biography with students to provide additional context. Thiscould save students some time in understanding the big picture, and you can instruct them to focus more onappreciating what the graphics illustrate.●Note to teacher: OER Project offers a number of scaffolds to support students in developing skills forreading and analyzing comics, including this “How to Read Comics” guideand associated studentworksheetand this Three-Step Reading for Graphic Biostool. Finally, if you are interested in learningmore pedagogical strategies for teaching graphic biographies,this PD sessionoffers a deep dive.
Perspectives on the Mongols7Part 3: Central Historical Question DiscussionStudents Will:●Make a historical argument about what the Mongols were really like as rulers using your interpretation ofevidence from primary and secondary sources.●Reflect on and discuss how historical narratives are shaped and how perspective impacts historical legacy.Materials: ●Slide deck: Perspectives on the Mongols (slides 9 and 10) (Google | PowerPoint)●Introduction to the Mongols Worksheet: student version (Google | Word) and teacher version●Source set: Perspectives on the Mongols (Google | Word)●Perspectives on the Mongols: Sourcing Worksheet: student version (Google | Word) and teacher version)Preparation: ● Set up your classroom arrangement to support the discussion structure you’d like to use during the lesson(i.e., whole class, groups of four or more students).●Review the student reflection exit ticket questions and decide which you will use.Opener:Preparing for the Discussion (~5 minutes)1.Remind students that today you’ll be having a discussion. Tell students that at the end of the lesson, they willhave an opportunity to share their feedback on the lesson with you. You’ll use their feedback to improve futureclass discussions.2.Have students take a seat in your preferred discussion structure (i.e., whole class, groups of four or morestudents), andhave them take out their source set as well as their completed Introduction to the Mongols andPerspective on the Mongols Source Set Worksheets.3.Take a few minutes to review your classroom norms for discussion.4.Ask students to identify one or two goals that they have for themselves during today’s discussion (e.g., bringingin evidence to support their points, being an active listener).Central Historical Question Discussion:What were the Mongols really like as rulers? (~15 minutes)5.Tell students, “We are going to have a 15–20 minute discussion about the Central Historical Question:Whatwere the Mongols really like as rulers?During the discussion, I want you to engage deeply with the CentralHistorical Question, bring in evidence from the sources you’ve analyzed, bring in insights from your ownbackground knowledge and life experiences, and really listen to the points that your classmates make andrespond to them.” Place the CHQ in a prominent place in the classroom for students to refer back to through the
Perspectives on the Mongols8discussion (Slide 4). Give students 2–3 minutes to independently review their worksheet and jot down ideas of how they might answer the question at this point.”6.Open the floor for a discussion on the Central Historical Question: What were the Mongols really like as rulers?Remember to prioritize student voice over teacher voice; however, if the discussion has trouble starting or sputters, consider using some of the suggested facilitation moves below to support students in deepening their discussion. ChallengePotential Teacher Facilitation Moves If studentsaren’t engaging deeply with the CHQ,you might try ...●Probe for elaboration: Can you say more to the group about that? And can you tell us more about where you’re coming from? ●Return to CHQ: Let’s come back to our Central Historical Question. Where are we with that? If studentsaren’t engaging with each other, you might try ...●Uptake student comment:I’m hoping a few of you can share your reactions or questions to the group about what [student] just shared about ...●Expose the discussion structure:I’m hearing [student A] say [this], and [student B] say [that]. Can we do a show of hands onwhich argument you agree with at this point? ... Can you discuss with each other to see if you can come to an agreement, or at least figure out where you disagree? If studentsaren’t engaging with the sources, you might try ...●Pressing for textual evidence:Where do you see evidence for that in the text? ●Marking text:Let’s bring our attention to [specific place in the text]. If studentsaren’t bringing in their knowledge from outside of the text,you might try ... ●Pressing for broader evidence: Are there things in your personal experience, or any knowledge from outside of the texts, that supports or challenges what we’ve discussed so far about [historical topic or question]? ●Exploring student perspective:We’ve been connecting to the text a lot, and that’s really important, but I also want to hear your actual thoughts about [historical topic or question]. Off-Ramp Discussion:How Should the Mongols Be Remembered?(~10 minutes)7.Tell students, “The Mongols viewed themselves as heroes and Genghis Khan is seen as a national icon in Mongolia today (see image on Slide 10 of the Genghis Khan Equestrian Statue, built in honor of the 800th anniversary of the Mongol Empire). Their enemiesat the time viewed them as barbaric, and they certainly wreaked havoc and perpetuated some of the deadliest acts of mass killing in human history. Based on the lesson today, do you think the Mongols were particularly brutal, or were they conquerors of their time and have an
Perspectives on the Mongols9unfair reputation considering their context?” Then, pose the following question: “How should we remember the Mongols? Why? How will you remember the Mongols? Why?”Activity: Independent Writing (~15 minutes)8.Tell students that now that they’ve had the opportunity to hear various arguments and discuss the evidence, they will write a paragraph sharing their own individual conclusion about the Central Historical Question. To build a strong argument, they should use evidence from as many sources as possible.Share this prompt:Write a paragraph using as many resources and pieces of evidence as you see fit, to respond to the prompt: What were the Mongols really like as rulers?Closing: Exit Ticket & Reflection (~5 minutes)9.Share the exit ticket questions you selected or adapted from the choices in the box on the next page and have students take a few minutes to reflect and share their feedback on the discussion. Tell them: “As you answer the exit ticket questions, I want you to think back to the goals that you set for yourself during the discussion. Please be honest and thoughtful in your reflections, because your answers will help improve the way that I might teach this lesson in the future and the ways that I decide to facilitate future discussion lessons.”
Perspectives on the Mongols10CategoryPotential Exit Ticket QuestionsWe suggest that you either pre-select one question from each of the categories below, or have your students pick one from each category that they’d like to answer. Historical content●How did today’s discussion deepen or change your understanding of [historical topic]?●If you could go back in time and ask someone from history a question based on today's discussion, who would you talk to and what would you ask them? Discussion experience●How confident did you feel contributing to today’s discussion? What helped or held you back?●What was one perspective shared by a classmate that made you think differently about the topic? How did it change your thinking?●Overall, how do you think the discussion went? Why did it go well or not go well?Planning for the next discussion●What is one specific goal you have for improving your participation in future discussions?●What could we do as a class and what could I do as your teacher to make the discussion better next time?
Perspectives on the MongolsThe creation of these materials was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute orthe U.S. Department of Education.This work is licensed under CC BY 4.0.