That having been said, there are several ways this book could be used in a middle school classroom, especially one with a special focus on the Mongol Empire. Thanks to the repetition that precedes the introduction of main characters and significant events, each chapter could reasonably stand alone. Students could read the chapter about the Mongol warriors’ training and learn how the great khan created a force that was given the well-earned epithet of “Tatar,” from a Latin word for “hell.” Students would enjoy reading about the Great Hunt and the horseback culture of the steppe warriors in the first few chapters. Teachers could distribute chapters for students to read and summarize to tell the story of the khans, including Batu’s Golden Horde in the Russian lands. Another interesting strategy might be to have students create a map of Central Asia with old names from the book and new names of countries and locations.
Wolff’s research is impeccable and far-reaching. Despite its superficial flaws, this book is a valuable contribution in increasing young people’s knowledge of Chinggis Khan’s legacy in Central Asia and in world history.