Chapter 9: The Mongols

Period: 1200-1400 | Subject: History | Grade: 5

Chapter Overview

This chapter covers The Mongols during the period 1200-1400.

Source Text Excerpt

to take over their land. They were the earliest of the tribes which were later called Mongols. The Mongols rode swift horses, and shot arrows with deadly precision. So some of the Warring States had built walls to keep the Mongols out. These walls were still standing, but parts of them had crumbled away into dust. And between the walls were huge gaps. “The Mongols could come through those gaps at any time,” Shi Huangdi thought. “They could sweep down and take over parts of my empire. How can I protect China from the Mongols? If only I could build a wall along the whole northern side of my empire!” Then Shi Huangdi had an idea: a stupendous, incredible idea. “Perhaps I can build a wall along China’s northern border!” he exclaimed. “A wall thousands of miles long! A Great Wall!” So Shi Huangdi summoned his architects and builders. “All along the northern part of my empire,” he told them, “old walls are falling down. I want to repair these walls. And then I want to build a new wall, connecting all the old walls together into one huge barrier that will keep the Mongols out of my kingdom.” “But, Emperor,” the architects and builders protested, “there is not enough stone in the far reaches of your kingdom to build a Great Wall!” “Then think of another way to do it,” Shi Huangdi ordered.

The builders and architects labored for weeks, trying to think of a way to build the wall in places where stone was scarce. Finally, they discovered a way. The builders made a wooden frame, as high as a man’s waist and as wide as a wall. They set this frame upon the ground and filled it with loose dirt. Then workers stamped and packed the earth until it was only four inches high and as hard as concrete. They lifted the frame up, set it on top of the packed dirt, and filled it again. They could build a dirt wall as hard as stone, four inches at a time! When Shi Huangdi saw the dirt wall, he was pleased. “Now it is time to build!” he commanded. And he ordered thousands and thousands of men

Learning Objectives

• Understand the key events and figures of this period
• Analyze cause-and-effect relationships
• Compare multiple perspectives on historical events
• Develop chronological reasoning

Key Vocabulary

• Period: 1200-1400
• Key Figures: (identified in chapter)
• Key Events: (identified in chapter)

Learning Activities

1. Read & Narrate: Read the chapter aloud; student narrates back in own words
2. Timeline Entry: Add key events/dates to timeline
3. Map Work: Locate places mentioned on map/globe
4. Discussion Questions: (see Teacher’s Guide)
5. Notebook Entry: Written response to focus question

Assessment

• Oral narration
• Map quiz
• Timeline placement
• Written response to essential question

Source: The Story of the World Vol 2: The Middle Ages by Susan Wise Bauer

👩‍🏫 Teacher’s Guide — Chapter 9: The Mongols

Lesson Plan at a Glance

• Topic: Chapter 9: The Mongols
• Grade: 5 | Subject: History | State: OK
• Reading: Textbook: The Story of the World Vol 2: The Middle Ages, Chapter 9: The Mongols
• Suggested Pacing: 4 sessions × 45 min (Read → Narrate → Activity → Notebook)

Teaching Sequence

1. Read Aloud the assigned text; have student narrate back in their own words.
2. Big Idea to Land: Core concept of this lesson.
3. Cover These Sections: (see student content for section headings)
4. Do a Hands-On Activity from the list — concrete experience before abstract.
5. Notebook: Student completes journal entry recording observations.
6. Review: Ask discussion questions orally; finish with review questions.

Discussion Questions (with what to listen for)

• Q: Whose perspective is missing from this account? (Listen for awareness of multiple perspectives.)
• Q: What caused this event? What were the effects? (Listen for cause-and-effect chains.)
• Q: How is this similar to/different from today? (Listen for historical connections.)

Vocabulary to Define Together

Materials to Gather

• Notebook/journal
• Writing utensils
• Textbook: The Story of the World Vol 2: The Middle Ages
• Map/globe (for history/geography)
• Basic lab supplies (for science)

Standards Covered

Watch For (Common Misconceptions)

• Confusing mass with weight — use the Moon example consistently.
• Skipping narration — oral retelling is where retention happens; don’t skip it.
• Activity without notebook — the journal entry IS the assessment; don’t separate them.
• Lecturing instead of questioning — aim for 80% student talk, 20% teacher talk.

Differentiation

• Struggling: Provide sentence frames for narration; allow oral responses.
• Advanced: Add extension question: “How would this change if…?”
• ELL: Pre-teach key vocabulary; use visual aids and sentence frames.

Assessment Look-Fors

• Accurate narration with key vocabulary
• Notebook entry shows observation + reflection
• Map/timeline entry accurate
• Discussion participation with evidence
• Project completion with explanation