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\n\"On\n\n
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\nCurated OER\n
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\nOn the Road with Marco Polo: Sea Voyage to India\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine Marco Polo's route from China to Sumatra. They investigate the geography and climate, the religions and architecture of modern Indonesia. They study the use of spices and why they were so important in medieval times.\n
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\nNational Endowment for the Humanities\n
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\nLesson 3: On the Road with Marco Polo: From Hormuz to Kashgar\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung explorers examine the route that Marco Polo and his father traveled to reach China. They examine online maps of the Silk Road and harsh terrain of Afghanistan to determine challenges that may have been encountered during travel.\n
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Lesson Plan
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\nNational Endowment for the Humanities\n
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\nLesson 1: On the Road with Marco Polo: A Boy in 13th Century Venice\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners investigate Marco Polo's life as a young boy in 13th century Venice. They analyze maps, explore various websites, complete a chart and answer discussion questions, and create a travel brochure about visiting 13th century Venice.\n
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\n\"On\n\n
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\nCurated OER\n
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\nOn the Road with Marco Polo: Homecoming\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents role play as Marco Polo to detail his travels. They include the terrains, foods, religions, people and cultures that were encountered. They write a journal entry as if they were Marco Polo detailing one aspect of his travels.\n
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PPT
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\n\"The\n\n
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\nMr. Roughton\n
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\nThe Travels of Marco Polo\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nWere the stories of Marco Polo's travels and interactions with the Mongols actually true? Using an excerpt from the book The Travels of Marco Polo, your young historians will answer guiding questions to discuss the accuracy and...\n
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\n\"On\n\n
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\nOn the Road with Marco Polo: Marco Polo in China\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents trace Marco Polo's route into China and use the Internet to research major products fabricated in 13th century China. They discuss their findings and write a report on either: silk, porcelain, jade, lacquerware or tea.\n
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\n\"Marco\n\n
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\nCurated OER\n
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\nMarco Polo Takes A Trip\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents identify Marco Polo and discuss why he took his trip, indicate on map routes Marco Polo took to China and back, describe challenges of traveling along Silk Road, list several interesting aspects of 13th Century Chinese culture,...\n
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\n\"Marco\n\n
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\nCurated OER\n
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\nMarco Polo\n

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\n\nFor Students\n\n3rd - 4th\n
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\nIn this history reading comprehension worksheet, students first read a 3 paragraph text about the life of Marco Polo. Students then answer 10 multiple choice comprehension and vocabulary questions.\n
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\n\"The\n\n
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\nThe Travels of Marco Polo\n

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\n\nFor Students\n\n4th - 5th\n
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\nIn this social studies reading comprehension instructional activity, students read a page long detailed biography of Marco Polo. Students complete 12 multiple choice questions and one essay.\n
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\n\"Marco\n\n
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\nMarco Polo and Edmund Hillary\n

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\n\nFor Students\n\n4th - 6th\n
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\nIn this Marco Polo and Edmund Hillary worksheet, students read about the lives of the 2 explorers. They then answer 3 questions pertaining to the information they read.\n
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\n\"On\n\n
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\nCurated OER\n
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\nOn the Road with Marco Polo: From Venice to Hormuz\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents take virtual trip with Marco Polo from Venice to China. They explore terrain of Iran.\n
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\n\"On\n\n
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\nOn the Road with Marco Polo\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung scholars follow Marco Polo's route to and from China. They explore the geography, local products, culture, and fascinating sites of those regions. They record their findings.\n
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\n\"On\n\n
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\nCurated OER\n
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\nOn the Road with Marco Polo: Marco Polo in China\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents investigate who the Mongols were and where their empire was located. They research Kublai Khan and the region he ruled. They study the major products of 13th Century China.\n
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\n\"On\n\n
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\nCurated OER\n
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\nOn the Road with Marco Polo: From Hormuz to Venice\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents study the route from Hormuz to Constantinople that was traveled by the Polos. They explain the importance of Constantinople in medieval time and discuss its location, and outer wall structure.\n
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PPT
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\n\"Imperial\n\n
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\nCurated OER\n
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\nImperial China: Qin to Ming Dynasties\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nLooking for a way to supplement a unit on ancient China or world cultures? Look no further than this presentation, which combines rich information with entertaining pictures of Chinese artifacts. China's glorious dynasties provide a...\n
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\n\"Medieval\n\n
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\nCurated OER\n
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\nMedieval Travelers\n

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\nTenth graders explore the impact of trade on culture. In this trade lesson, 10th graders compare the travels of Marco Polo and Ibn Battuta. Students research the explorers and create materials for a gallery walk that feature the impact...\n
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\n\"Explorers\n\n
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\nCurated OER\n
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\nExplorers\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents search interactive sites to discover the history of exploration. They inspect an explorers' timeline and read about them. They participate in a Viking quest game and a multimedia recreation of Marco Polo's explorations.\n
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\n\"Sharing\n\n
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\nCurated OER\n
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\nSharing Beliefs and Ideas\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders examine the roles of trading and pilgrimage in promoting exchange of goods and ideas. They appreciate the roles played by Xuan Zang and Marco Polo in the material and cultural exchange among the peoples of the Silk Road.\n
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Activity
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\nThe Maya Files\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nClass members adopt the role of Law and Order history investigators and examine primary source documents to determine the legitimacy of Marco Polo's claim that he traveled to and traded in China. A cleverly crafted...\n
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\n\"Sharing\n\n
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\nCurated OER\n
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\nSharing Beliefs and Ideas\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners examine how cultural ideas and thought were exchanged as travelers and traders of the Silk Road met, interacted, and traded with different peoples from different regions and cultures along the Silk Road.\n
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Lesson Plan
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\n\"On\n\n
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\nOn the Road with Marco Polo: Crossing the Deserts of China\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers explore the geography of China. They describe the geography of the Taklimakan. Students discover the best route to travel from one end of the desert to the other. They investigate how some of the local inhabitants make...\n
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\n\"Modern\n\n
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\nModern Marco Polos: Searching for China\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nLearners conduct Internet research to determine information about China's laws, government, philosophy, architecture, inventions, calendar and language. Students create a web site about ancient China and how it has influenced world history.\n
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\n\"Internet\n\n
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\nInternet Explorers Scavenger Hunt\n

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\n\nFor Students\n\n4th - 5th\n
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\nIn this explorers scavenger hunt worksheet, students research 10 different explorers famous in history using the Internet. First, they read each question to determine which explorer to research and why they were important. Then, students...\n
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\n\"Worksheet\n\n
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\nWorksheet #11 Questions - European Crusades\n

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\n\nFor Students\n\n7th - 8th\n
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\nIn this European Crusade worksheet, students examine several terms that relate to the aforementioned topic in ten fill in the blank questions.\n
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