Download Lesson Title: MONGOLIAN WOMEN – THEN AND NOW Class and

Lesson Title: MONGOLIAN WOMEN – THEN AND NOW
Class and Grade level(s):
High school classes such as World History, Women’s History, Asian History,
and Literature
Goals and Objectives
The student will be able to:
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Identify three important women in Mongolian history.
Identify at least three important women in contemporary Mongolia.
Analyze their contributions.
Synthesize these contributions and compare them to the women in their own culture.
Time required/class periods needed –
This lesson will take at least two class periods if the instructor provides all the
materials. This lesson may be increased to four lessons if the instructor permits
the students to use the Internet and other sources to gather information.
Primary source bibliography
Avery, M. (2000). Women of Mongolia. Boulder, CO: Asian Art and Archeology.
Other resources used
http://asiasociety.org/countries/traditions/women-modern-mongolia
http://www.womeninworldhistory.com/heroine8.html
http://www.guide2womenleaders.com/womeninpower/Womeninpower1250.htm
http://www.womeninworldhistory.com/mongolian8.html
http://www.mongolia-attractions.com/ancient-mongol-women.html
Required materials/supplies
Students will need their textbooks if there are references to Mongolia in it.
Students will need either the materials as handouts (see “other resources used”) or access to the
Internet..
Teachers need at least one copy of the primary source bibliography text as its stories are essential to
the lesson.
Vocabulary
Primary source - a first-hand account of an event, person, or place (official document, diary, letter,
historical photograph, oral testimony).
Secondary source - an account of an event, person, or place that is not first-hand (textbook information,
historically based movies, biographies).
Procedure
Day 1 – Explain to the class that the period will be divided into two parts. A
brief overview of Mongolia and its history; a look at Mongolia’s women.
Briefly introduce the geography of Mongolia as well as a brief political history
of the country emphasizing the Russian period and the current situation in
Mongolia. ( Mongolian embassy’s website (http://mongolianembassy.us/ )will
provide much useful information.) A brief introduction of the Silk Road and
Chinggis Khan will serve as a backdrop for this lesson. Remind the students
that the Mongolian Empire was much larger than the Roman or any other
empire.
Begin a brief discussion with the class by asking them to share their responses
to this question: “What are the characteristics of an Emperor’s woman?” (Note:
Answers can be written on the board or journaled or turned in as homework)
Follow up with, “What are the characteristics an Emperor’s woman should not have?
Why?” For their homework they are to decide if the characteristics of an emperor or
a leader are different for a man or a woman, and whether it depends on the time or the
culture. Encourage them to not give the answers they think they should give
but the ones they truly believe.
Day 2 –
Again explain to the class this is a two-part lesson. The first part will cover the
Mongolian women of the past and the second part will cover the Mongolian
women of the present. Have a brief discussion about their homework and
attempt to determine if the class has made a distinction between gender,
historical period, or culture. Draw attention to areas that have been omitted if
necessary. Hand out the materials about Sorghaghtani Beki from Women in
World History Curriculum. Call out some of the observations the students
made in the previous class period both for and against characteristics of an
emperor’s woman. Discussion may go any number of directions touching upon
the power of influence, religion, compromise, or palace intrigue among others.
The purpose of the discussion and lesson is to allow students to examine
another culture’s women and examine their own culture’s women in
comparison.
The second half of the period may be used to examine the handout of
“Mongolian Women” available at Women in World History Curriculum. This
article makes a good transition to a more contemporary time after which
primary source handouts from the Avery text should be used. Different stories
can be selected depending on the interests of the students and the content of
the discussions. Two to four stories seems to be an idea number to share with
students.
Wrap-up
In the closing moments of class, re-pose the questions “What are the
characteristics of an Emperor’s woman?” and What are the characteristics an
Emperor’s woman should not have? Why?” and Are the characteristics of an emperor
or a leader different for a man or a woman, and whether it depends on the time or the
culture? After a brief discussion, assign these questions as prompts for an essay
that addresses the ways students’ views have, or have not, changed and the
ways that Mongolian women, past or present, resemble and differ from the
women in their culture. These essays will function as the assessment tool. This
site about modern Mongolia’s women will be useful:
http://asiasociety.org/countries/traditions/women-modern-mongolia
Assessment/evaluation
Essay