This inquiry leads students through an investigation of the complex trade networks throughout Eurasia, collectively known as the “Silk Road.” By investigating the compelling question, students evaluate the descriptor “Silk Road” by considering its accuracy and determining whether or not this label should continue to be used or if there is a more appropriate title that better reflects the network’s historical, sociocultural, and economic role. Students begin by gathering research about the types of commodities traded, as well as the geographic reach of the network. The next task asks students to consider the importance of silk within various cultures of Eurasia and the sharing of both cultural and technological knowledge. Using the previous formative performance tasks along with the featured sources, students will propose one or more different names for the Silk Road, supporting their suggestions with defensible reasons. After considering the complexities of the Silk Road trade networks and the appropriateness of its name, students should be able to make a claim supported by evidence as to whether we should continue to call it the “Silk Road.” The progression of the inquiry will help students recognize the problematic nature of simplistic titles applied to complex historical phenomena.