Reference
Matthew Sudnik
Grades 9-12
World History & Geography I
Central Catholic High School
From Silk to Oil, a curriculum guide, is appropriate for any world history course from grades 9-12. It emphasizes the themes of global studies. According to Morris Rossabi, in the introduction, “Growing scholarly and pedagogical concern for global history has resulted in the writings of secondary studies of great value to teachers seeking to impart educational themes related to the Silk Roads” (4). For any teacher aiming to augment the global studies material in one’s history courses, this curriculum guide is an excellent resource.
The guide is divided into essays and curriculum units organized around five topics: geography, ethnic relations and political history, exchange of goods and ideas, religions, and art. The essays are concise but detailed enough to enhance the students’ understanding of these important themes.
The curriculum section includes detailed annotated maps for study and blank maps for students to identify locations and routes. It also includes games and quizzes, photos and handouts. While I have not used this curriculum guide, I will give it my full endorsement primarily due to its comprehensive nature. Some teachers may be concerned that the curriculum is too long, too narrow, or a distraction from their required textbook. On the contrary, From Silk to Oil covers all of the major points of any Asian history course: from Han China (Unit D) through the spread of Islam (Unit E), subjects that I teach in World History I. For teachers of World History II or Modern History there are extensive units on China’s Uyghurs, the Kazachs and Russians, and the Silk Roads today that engage the past as well as current history. Section 4 of the curriculum guide offers units on World Religions, especially Buddhism and Islam. Section 5, on art, includes units on Buddhist and Islamic Art as well as cave paintings and the diffusion of art on the Silk Roads.
In summary, this curriculum guide is thorough, current, and comprehensive. It can enhance any world history, religion, or art course individually or serve as a catalyst for interdisciplinary cooperation between teachers of history, politics, religion and art.
