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Advocating a global as opposed to a Eurocentric perspective in the college classroom, discusses why and how to teach about China's Silk Road. The romance of the journey along the Silk Road with its exotic locales and luxury goods still excites the popular imagination. The trade route between China and Central Asia that flourished from about 200 BCE to the 1500s, the Silk Road can provide great insight for contemporary higher education curricula. Indeed, with people, plants, animals, ideas, and beliefs traversing it, the Silk Road is now considered both a metaphor of globalization and an early example of it. Teaching the Silk Road highlights the reasons to incorporate this material into courses and shares resources to facilitate that process. It is intended for those who are not Silk Road or Asian specialists but who wish to embrace a global history and civilizations perspective in teaching, as opposed to the more traditional “world history” view that shows impacts of other societies on Europe. The work explores both classroom and experiential learning and is intentionally interdisciplinary. Each essay focuses on pedagogical strategies or themes that teachers can use to bring the Silk Road into the classroom.

Table of Contents

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  1. Cover: TEACHING THE SILK ROAD
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  1. Title
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  1. Contents
  2. pp. v-vi
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  1. List of Illustrations
  2. pp. vii-xii
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  1. Introduction
  2. pp. 1-11
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  1. Part I: Disciplinary Approaches to the Silk Road
  1. Chapter 1: Weaving with Silk: Using the Silk Roads to Organize World History Surveys Before 1500
  2. pp. 15-29
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  1. Chapter 2: How to Use the Silk Roads in the European History Survey Course
  2. pp. 31-43
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  1. Chapter 3: The Silk Road and Chinese Identity, Past and Present
  2. pp. 45-58
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  1. Chapter 4: Silk Road Studies in the Political Science Classroom
  2. pp. 59-71
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  1. Chapter 5: Teaching the Silk Road in Comparative Politics
  2. pp. 73-84
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  1. Chapter 6: Art and the Silk Road
  2. pp. 85-102
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  1. Part II: Thematic Approaches to the Silk Road
  1. Chapter 7: Incorporating Nomads into the Curriculum, One Steppe at a Time
  2. pp. 100-123
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  1. Chapter 8: Philosophical Reflections on National Identity
  2. pp. 125-136
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  1. Part III: Practicalities
  1. Chapter 9: Silk Roads, Service Learning, and Mythmaking
  2. pp. 139-153
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  1. Chapter 10: Taking Students along China’s Silk Road
  2. pp. 155-172
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  1. Chapter 11: Mapping the Silk Road
  2. pp. 173-190
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  1. Chapter 12: Using Primary Sources to Teach the Silk Road
  2. pp. 191-212
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  1. Part IV: A Personal Perspective
  1. Chapter 13: Flashes at the End of the Sky—My Personal Khotan on the Silk Road
  2. pp. 215-230
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  1. About the Authors
  2. pp. 231-234
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  1. Index
  2. pp. 235-238
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