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Life Along the Silk Roads - Notetaking, Mapping, & Role Play
In this one-time class, students will learn about one of the most significant ancient Chinese dynasties and the ancient Silk Roads by inspecting artifacts, taking notes, annotating maps, and participating in historical roleplay.
Alaina Bell Gao
336 total reviews for this teacher
4 reviews for this class
Completed by 7 learners
There are no upcoming classes.
learners per class
How does a “One-Time” class work?
Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers
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Come prepared with your standard explorer and archaeologist gear, like a notebook (waterproof or not), pencil, ruler, basket or container, rope, etc.! This class will begin with the sharing of historical artifacts and models. We will organize them by place (Silk Road trading stop) on our map and describe them in our notebooks. Then, each student will take on a role and roleplay their life during that dynasty with attention to work, family life, housing, education, food, dress,...
Ontario Curriculum Expectations: A1.1 compare social organization (e.g., social classes, general political structure, inherited privilege, the status of women) . . . A1.2 compare aspects of the daily lives of different groups within . . . early societies . . . , and explain how differences were related to the social organization of that society A1.3 describe some of the ways in which their daily life differs from the lives of young people from different backgrounds A1.4 compare a few early societies, . . . in terms of their relationship with the environment (e.g., with reference to seasonal rhythms, use of land and resources, differences between urban and rural communities, religious and spiritual practices/beliefs with respect to the environment), and describe some key similarities and differences in environmental practices between these societies and present-day Canada [or the United States] A2.1 formulate questions to guide investigations into ways of life and relationships with the environment in . . . early societies, . . . with an emphasis on aspects of the interrelationship between the environment and life in those societies A2.2 gather and organize information on ways of life and relationships with the environment in . . . early societies, . . . using a variety of primary and secondary sources in both print and electronic formats (e.g., images depicting the daily life of different social classes; religious or spiritual stories that provide evidence of a society’s view of the environment; agricultural artefacts; traditional stories, creation stories, legends, and/or oral history shared by Elders, community members, and/or knowledge keepers; virtual field trips to museums and to First Nations cultural centres to view artefacts and images) A2.3 analyse and construct print and/or digital maps, including thematic maps, as part of their investigations into interrelationships between the environment and life in . . . early societies, . . . (e.g., analyse thematic and/or physical maps showing rivers, vegetation, volcanoes, soil types; create a thematic map showing traditional trade routes . . .; analyse a climate map to determine the climatic challenges facing early settlements; construct soil and vegetation maps to determine the connection between soil type and agricultural activity; analyse maps to determine the proximity of early settlements to water; construct a map showing the location of some traditional . . . territories; use a decolonial map or atlas to determine the Indigenous names of the places they are investigating) A2.4 interpret and analyse information relevant to their investigations, using a variety of tools (e.g., use a graphic organizer to help them determine the relationship between soil type, availability of water, and agricultural activity; analyse the content of paintings on the Internet or at a local gallery for information on a society’s religious practices; analyse artefacts found in a museum or on a website for information on a society’s daily life and relationship with the environment; use a Venn diagram or a T-chart to help them compare historic hunting customs, including giving thanks to animals . . . ; analyse petroglyphs and rock formations for information on sacred sites and their location) A2.5 evaluate evidence and draw conclusions about ways of life and relationships with the environment in . . . early societies, . . . with an emphasis on aspects of the interrelationship between the environment and life in those societies A2.6 communicate the results of their inquiries, using appropriate vocabulary (e.g., peasant, . . . merchant, noble, . . . god/goddess, privilege, hierarchy, culture, civilization, rural, urban, resources . . . ) and formats (e.g., an annotated map showing how a society situated on a flood plain was affected by and responded to its environment; an interactive map that highlights traditional territories of some early . . . societies . . . along with key natural features of the environment; an oral presentation on the impact of medieval cities on the environment; a stop-animation video on the lives of children in a society that followed seasonal migration routes or lived in different locations during different seasons; a chart and presentation comparing farming techniques of different societies) A3.1 identify the location of some early societies, . . . on a globe or on print, digital, and/or interactive maps, and demonstrate the ability to extract information on early societies’ relationship with the environment from thematic maps (e.g., climate, physical, topographical, vegetation maps) A3.2 demonstrate the ability to extract information on daily life in . . . early societies, . . . from visual evidence (e.g., art works such as paintings, sculptures, carvings, masks, mosaics, hide paintings, beadwork, quillwork, soapstone carvings; clothing; ceremonial dress; regalia; petroglyphs; monuments; rock/earth mounds; artefacts such as tools, household utensils, pottery, religious articles, weapons) A3.3 describe significant aspects of daily life in . . . early societies . . . (e.g., with reference to food, housing, clothing, education, recreation, spiritual/religious life, family life, transportation, ceremonies, ways of giving thanks and acknowledgement) A3.4 describe significant physical features and natural processes and events in a few early societies . . . (e.g., physical features: rivers, flood plains, mountains, volcanoes, barren lands, tundra, ocean shore, fertile soil; natural processes: seasonal changes in climate, animal migration, erosion; natural events: earthquakes, floods, volcanic eruptions) and how they affected these societies, with a focus on the societies’ sustainability and food production (e.g., how flooding of rivers in ancient Egypt, India, and China enriched agricultural land, making it possible to sustain large populations . . . A3.5 describe the importance of the environment for a few early societies, . . . with a particular focus on how the local environment affected the ways in which people met their physical needs (e.g., food, housing, clothing) A3.6 identify and describe some of the major scientific and technological developments in the ancient and medieval world, . . . (e.g., calendars; the printing press; developments in agriculture, architecture, medicine, transportation, weaponry, navigation) A3.7 describe how . . . early societies, . . . were governed (e.g., . . . emperors in China . . .) A3.8 describe the social organization of . . . early societies, . . . (e.g., a slave-owning society, a feudal society, an agrarian society), and the role and status of some significant social and work-related groups in these societies (e.g., women, men, children, slaves, peasants, nobles, monarchs, warriors, knights, priests/priestesses, druids, shamans, imams, monks, nuns, merchants, artisans, apprentices, scribes, midwives, healers) A3.9 describe some key reasons why different groups in . . . early societies, . . . cooperated or came into conflict at different times (e.g., to explore; to expand territory; to make decisions, govern, and administer; to promote trade; to wage war or make peace; to acquire wealth, power, and control; to rebel; to spread religious beliefs and/or enforce the power of particular religious institutions; to protect spiritual beliefs, ceremonies and other cultural practices, and traditional lands) A3.10 describe some attempts within a few early societies, . . . to deal with conflict and to establish greater cooperation (e.g., democratic developments in ancient Greece; establishment of religious rights in medieval Islam; matrilineal structures among some First Nations; the Magna Carta; guilds; intermarriage between royal houses; treaties and alliances; the Great Law of Peace; the resolution of conflict with drumming, dancing, poetry, and/or humour among Inuit; the role of lacrosse games; the use of marriage and the ceremonial sharing of food and skins to symbolize alliances and the building of relationships in Inuit societies)
During the week, our explorers and archaeologists will continue to ponder their discoveries and make conclusions about the nature of the dynasty, its organization, and environmental impact using maps and journals. They should post their maps and conclusions to our class page.
I will provide the artifacts and learning materials. Students will need to have a notebook and a pencil/pen. They should either print out the class maps or annotate them on a computer. They may wish to prepare a ruler, magnifying glass, basket, rope, and other explorer gear.
1 hour per week in class, and an estimated 0 - 1 hours per week outside of class.
Alaina Bell Gao
Let's explore the world through literature, art, and social studies!
🇨🇦Lives in Canada
336 total reviews
161 completed classes
Hi! My name is Alaina Bell Gao, and I am an Ontario-certified (Canadian) English teacher with 15+ years of professional teaching experience. Teaching Style: ● Share the joy of learning ● Learn with my learners ● Welcoming class culture ● Patient...