They also learned of the death of Kublai Khan, who had lived to be Have the students fill out the chart available in. As in earlier activities, younger students should work as a group, brainstorming under your guidance to answer the questions in the chart. The Polos finally arrived in China and traveled on to Shangdu, the summer capital of the great emperor of China, Kublai Khan. Shangdu was not far from modern Beijing.
Kublai was so impressed with Marco's intelligence, poise, and his skill with languages that he made him an official of his court. He sent him on missions throughout China and outlying regions, instructing him to observe carefully and to come back to relate what he had seen.
Pass the forms out before you assign reading, so students will know what to expect. The lessons and activities will help students gain an intimate understanding of the text; while the tests and quizzes will help you evaluate how well the students have grasped the material. You are responsible for supervising your children. With maps and images of art objects. The Polos finally returned to Venice via the sea route.
Below are some of Marco's observations, which he later described in his book. Share these with your students. Conclude this activity by having the students identify a picture of Kublai Khan and describe some of the marvels of 13th century China during the emperor's reign. Which of these marvels or inventions and practices were later used in the modern Western world?
If you are working with younger students, create a large Venn Diagram on the board and brainstorm with the class to determine which items from the ancient society of Kublai Khan's China are still used in Western society today. From Kashgar, the Polos had to cross two deserts - the Taklamakan and the Gobi. Now instruct the students to fill out the chart available in.
As before, younger students can do this as a group activity. Ask Asia. Skip to main content. Lesson Plan. Photo caption. Who was Marco Polo? How did Marco Polo's travels change the economics and cultures of the places he visited? What did Marco Polo's book do for future explorers and traders? Analyze maps to determine the reasons for the routes navigated by Marco Polo to China and back. Evaluate the short and long term significance of the Silk Road. Lesson Plan Details Content Standards. Activity 1. Activity 2.
In this lesson plan, adaptable for grades , students use BrainPOP resources to will take on the role of Marco Polo and write a diary entry from his travels. The Travels of Marco Polo Lesson Plans include daily lessons, fun activities, essay topics, test/quiz questions, and more. Everything you need to teach The.
Marco Polo's Book Three years after Marco had returned home, he was involved in a war between his city, Venice, and its trading rival, Genoa. Activity 3. Scroll to the map on the left margin, click to enlarge it, then click on download printable map for a larger one. Trace the route from the Persian Gulf to Venice. Compare that journey to the return voyage. Ask which route seems more difficult -- and why. Activity 4. Kublai's summer residence Shangdu was a huge marble palace. Its halls and chambers were all gilded with gold. It opened onto a large game park, filled with deer and exotic birds, and in the middle of this was another smaller palace.
This smaller palace was made entirely of cane. It was framed with on gilded pillars, on each of which stood a carved dragon, entwining the pillar with his tail and supporting the roof on his outstretched limbs.
The dragon was one of the most important symbols in China. It was associated with good luck, the power of the emperor, and the rain that ensured a good crop for the farmers. And the smaller palace was portable! It was held together by strong cords of silk and could be taken down and removed to another place whenever the Khan wanted to do so.
Kublai kept a herd of 10, snow-white horses in Shangdu. The milk of the mares was used to make a special beverage known as koumis, which Kublai and his family consumed during special ceremonies.
The white horses were so revered that when they were grazing, no one could pass through -- even the loftiest lord had to wait until they moved on. Kublai Khan had a mint that made paper money from the bark of mulberry trees. Sheets of paper were cut up in rectangles of various sizes, each size worth a certain amount. Europeans of this time either traded products or used metal coins as currency. They had never heard of paper money—in fact, they didn't even have paper!
They wrote on parchment made from animal skins. The Chinese had stones that burned like logs—coal! Coal burns much longer than wood. Europeans burned wood in their fires and hadn't heard of coal.
Marco noted that one of the main uses of coal was to heat public and private bath houses. He was amazed to learn that the Chinese took baths several times a week, sometimes every day. Europeans bathed much less frequently. In the winter they seldom bathed at all! Kublai Khan had a very efficient system for sending messages throughout his kingdom. Relay stations were set up three miles apart, and runners would carry messages from one station to the next. With this relay system, a message could be carried the distance of a normal ten-day journal in only one day. Even faster service was available with messengers who rode horses at a gallop between stations that were 25 miles apart.
This was very much like the Pony Express of the Old West. Call upon students to comment upon the illustrations. Relates messages and themes from one subject area to those in another area. Evaluates the merits of texts in every subject discipline. Recognizes and uses the features of disciplinary texts e. Demonstrates an understanding of contextual vocabulary in various subjects. Uses content vocabulary in writing and speaking. Explores understanding of new words found in subject area texts.
Explores life experiences related to subject area content. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.
Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. ELA6W3 The student uses research and technology to support writing. Uses organizational features of electronic text e. Includes researched information in different types of products e.
Communication and Collaboration. Students use digital media and environments to communicate and work collaboratively, including at distance, to support individual learning and contribute to the learning of others. Research and Information Fluency.
Students apply digital tools to gather, evaluate, and use information. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Cultural Context and Learner Characteristics:. This class consists of 36 students who identify with various ethnicities. A few of the students are ELLs and prefer to learn inductively. A majority of the students enjoy manipulatives because they can connect abstract thoughts and concepts to concrete elements.
The students are independent learners and enjoy their student centered curriculum. Long-Term Learning Goal or Outcome:. At the end of this unit of curriculum, students will:. Observable Objectives or Outcomes:. As assessment students will measure their ability to support a thesis they have created. Students will participate in a group discussion and a class debate that demonstrates that they have comprehended the material.
They will be graded on their ability to support their viewpoints. Students will also be required to submit an exit ticket they asks for their personal opinion of Marco Polo and reasoning to support their opinion. Also they will be asked to connect this information to knowledge of the European Colonization and exploration they are learning about in their other classes. Description of Activities with Technology and Materials.