TGC Fellow Unit Template *

Prepared by:
Maya Cunningham
School/Location: JC Nalle Elementary School
Subject:
Music
Grade:
4-5
Unit Title: Songs of the Silk Road
Time Needed: Six Weeks
Unit Summary: Students will learn about the western and central Asian music and culture of people groups that live along the
historic Silk road. They explore song forms, organology (instruments), folk tales and craft traditions that were passed along the trade
route. Students will examine contrasting perspectives and experiences with the silk road of families from European (Italy/Rome),
East African (Egypt and Ethiopia), Central Asian (Middle East) and Eastern Asian (China). They will also learn about the impact of Silk
Road trade on contemporary American life.

Stage 1 Desired Results

ESTABLISHED GOALS:
G1. Identify major countries, nations and
ethnic groups involved in the Silk Road Trade.
G2. Research and build knowledge about
music traditions, organology, folk tales and
crafts that were passed along the silk road
G3. Explain the causes and effects European
colonialism as they relate to the Silk Road
trade
G4. Explain the elements of modern life
around the globe that are influenced by the
Silk Road trade

GLOBAL COMPETENCY:
Communicate Ideas
Weigh Perspectives
Investigate the world
RESOURCES:
American Museum of Natural History
Traveling the Silk Road Exhibit
http://www.amnh.org/exhibitions/pastexhibitions/traveling-the-silk-road
http://www.amnh.org/exhibitions/pastexhibitions/traveling-the-silk-road/take-ajourney
Giant Traveling Maps

Transfer
Students will be able to independently use their learning to(real world purpose)
TI Investigate the world beyond their immediate environment.
Students will investigate the singing traditions, organology and storytelling traditions of
cultures that were involved in and that contributed to the historical Silk Road Trade Routes in
Central Asia, China, Egypt, Ethiopia and the Middle East.
T2 Recognize Perspective
Students will be able to recognize the perspective of multiple cultures involved in the Silk Road
and what motivated their musical practices, instrument making techniques and the role that
music played in their daily lives.
T4 Taking Action
Students will be able to engage other students with their analysis of silk road cultures, music
and the trade routes effect on modernity. Students will be able to create content for a blog
that can take visitors on a geo-tour of major Silk Road destinations. Students will use the blog
to highlight aspects in modernity that were influenced by the Silk Road and the contributions of
Asian cultures to the development of the modern world. (Examples might include instruments,
folk tales, song styles, textiles (silk/cotton), fine china, paper, food examples, etc.)
Another classroom of students will be engaged to submit questions to the blog that assigned
student groups will answer, based on their understanding.
T5 Appreciate and respect differences in various Asian cultures
Students will develop correct cultural/ethnic reference terminology, be able to identify
countries on the Peters Projection World Map, learn of various aspects of each countries
culture and learn of the contributions of Asian cultures that affect their daily lives.
T6 Make Connections Between the Past and the Present (Then and Now)
Students will also deepen the perspective of the historical Silk Road impacted and motivated
the development of the modern world, global trade and globalization. They will investigate how

Education.NationalGeographic.com

the Silk Road was an example in antiquity of globalization.

UNDERSTANDINGS
Students will understand that
U1. Trade and commerce affects
culture and influences the
development of music and artistic
practices

Meaning
ESSENTIAL QUESTIONS

U2. The landscape, climate and

resources of a country/region has an
effect the culture and music of an
ethnic group.

E1. How were music, artistic practices and

ideas exchanged along the Silk Road?
E2. How did trade along the Silk Road affect
modern life globally?
E3. How did the Silk Road affect American and
African American history?

U3. Modern life is always informed by

the events that shape history.
Acquisition
Students will know (Content)
Students will be able to (Skills)
K1. Countries, nations and ethnic groups
S1. Identify and recreate continents, Silk Road
involved in the historic Silk Road Trade Routes countries, capitols and cities on the Peters
in Central Asia, China, Egypt, Ethiopia and the Projections world map
Middle East.
Analyzing various sources.
K2. Various song styles, instruments and roles S2. Draw and make replicas of Silk Road
of music of selected Silk Road associated
instruments with household materials
cultures in Europe, Asia and Africa.
S3. Identify, illustrate and perform folk tales
K3. The causes and effects European
from the silk road
colonialism as they relate to the Silk Road
S4. Identify on the world map trade items in
trade i.e. demand for Asian trade items like
Asia that European nations were interested in.
textiles (cotton and silk), indigo, tea and
S5. Perform two to three childrens song
spices, etc.
selections from Egypt, the Middle East and
K4. Explain the elements of modern life
Central Asia.
around the globe that are influenced by the
Silk Road trade (like common folk tales,
products and items of luxury like wedding

china.

Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex: kwl chart,
exit ticket, observation, draft, rehearsal)

Evaluation Criteria (Learning Target or Student Will Be Able To)

1. KWL Chart: Silk Road History and Countries

2. Instrument making - Observation of Group
Work
3. Performance Rehearsals
4. Folk tale and animated illustrations

1. Growth of knowledge on KWL chart.

2. Collaborative listening skills and demonstrated ability to apply and synthesize new
knowledge and concepts.
3. Demonstrated knowledge rhythms, melodies and instruments associated with the Silk Road
Countries.
4. Detailed and informative summarizing, re-telling, illustration and animation of Silk Road Folk
Tales according to a given criteria
Final Project: Silk Road Blog

Assessment OF Learning: (ex: performance

task, project, final paper)
Final Project: Silk Road Blog
Students will create components of the Silk
Road Blog by applying and synthesizing
knowledge learned about historical facts,
music, cultures of the Silk Road. Each student
group will be assigned to create content for
the website:
A. Introductions of Silk Road countries from
the perspective of children who live in the
modern day countries
B. Animated maps
C. Information about Major religions that
spread through the Silk Road
D. Captioned illustrations of Silk Road
instruments
E. Animated illustrations of Silk Road Folktales
and the history of how they were passed

1. Complete information of each component

2. Organized format with correct spelling and grammar.
3. Thoughtful and creative voice that is historically accurate.
4. Neat and organized presentations

RAFT Post Cards

1. Dialogue written in character
2. Historical and cultural facts presented about the country are accurate.
3. Drawing and illustrations neat and appropriately placed within the text with captions.
4. Return address is correct and identifies the topic country.
5. Includes narrative that illustrates modern day items that were traded on the Silk Road.

along through trade. (ex. The Goose that Laid

the Golden Egg.)
F. Silk Road Song Rhythms Recorded and
Uploaded with captions about origins
RAFT Post Cards
Role- a child from a selected Silk Road Country
(Israel, Italy, Ethiopia etc.) whose family is
involved with trading on the Silk Route
Audience- American students
Format- Post Cards
Topic- Address the facts about the country,
items traded, music and crafts by sharing
details about his day.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)
Week One: Students will engage in a scavenger hunt in small groups (tables) with a Peters Projection World Map to identify the countries that
were involved in the Silk Road. Students will use a guide to cut and paste photos modern day luxuries associated with each Silk Road country.
Week Two:
Students will learn of the song and instruments traditions of three major nations of the Silk Road. Students will draw replicas of instruments.
Week Three: Students will read and illustrate three major folk tales that were passed along the Silk Road.
Week Four: Students will use film, text and historical documents to investigate the end of the Silk Road and subsequent European Maritime trade
routes
Week Five: Students will use maps, music studies and folk tales to write content for an online blog
Week Six: Students will use a template as a scaffold to write RAFT postcards from the perspective of a child living in one of the Silk Road
Countries.
*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: Introduction to the Silk Road

Subject: Music

Prepared by: Maya Cunningham

Materials Needed: 11x17 Peters Projection Maps (Political); Color Photos of China, Silk, Herbs, Spices;
Global Competency: TI Investigate the world beyond their immediate environment; T5 Appreciate and respect differences in various Asian cultures; T6
Make Connections Between the Past and the Present (Then and Now)

Where is the lesson going?

(Learning Target or SWBAT)

LT: I can identify countries that were involved with the Silk Road and identify them on a world map.
LT: I can identify the way my modern day life is impacted by items traded on the Silk Road.
LT: I can identify where items were traded along the Silk Road

Hook:

Tailored Differentiation:

Bling Bling power point presentation or mac book film with images
of gold, silk, fine china and perfume and music, ends with The Silk
Road.
- Chose two stories at different reading levels. Students can self-select.
Equip:
Students will see a short film about the Silk Road.
Students will engage in a read aloud of a childrens book about Silk
Road.

Rethink and revise:

Students will complete a group scavenger hunt to identify
countries that facilitated the Silk Road trade route. They will
highlight and circle each country. They will draw a line connecting
each country to see the actual trade route.
Students will complete a group scavenger hunt to identify items
traded from each country.

- Bolden and define vocabulary words in the short stories.

- Reformat stories to include descriptive pictures.

Evaluate:

Students will present their maps as a group and give each

other feedback.

Notes:
Organization:
Power point presentation will be completed and cued to start. Maps, highlighters
and group roles will be assigned.