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Marco Polo Lesson Plan

Marco Polo Lesson Plan

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Published by Jessie Kettner

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Published by: Jessie Kettner on Dec 06, 2012
Copyright:Attribution Non-commercial


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Lesson Plan: Marco Polo, and Economic Impacts of Exploration
Class/Subject:10th World History Student Objectives/Student Outcomes:
Students will be able to identify and understand the differences between primary andsecondary sources.
Students will work on their interpersonal skills when discussing both primary andsecondary sources in small groups.
Students will analyze primary documents and understand its historical impact in relationto the larger themes being discussed in the class.
 Content Standards
16.A.4a Analyze and report historical events to determine cause and effectrelationships.
18.C.4a Analyze major cultural exchanges of the past (e.g., Colombian exchange, theSilk Road, the Crusades) 
Materials/Resources Technology:
For each class period, we will need:
2 large sheets of paper 
2 markers/sharpies
Teacher will bring in a few copies of the primary source quotes being used.
Teacher will also bring 25 copies per class of the secondary source handout.
Students will need a writing utensil. 
 Teacher’s Goals:
Teacher will enhance the student’s abilities to read and comprehend historicalinformation.
Teacher will further develop student’s group work, reading, and writing skills. 
Start of Class:
 At the start of class, students will be asked to put turn their desks around to facethe other way. Students will put away everything except a writing utensil. This willhelp to set the stage for a divided classroom activity.
Introduction of Lesson:
 At this point we will introduce the activity for that class period. Students will countoff by 2s in order to split the classroom into two groups. One group will startanalyzing the primary source and the other group will start with the secondarysource.Given the layout of the classroom, might be easier to just have thegroups stay as they are since they are already divided in half (approximately).8:05-8:35
Lesson Instruction:
Each group should spend roughly 15 at each station. The group analyzing theprimary source will go over three different excerpts written by Marco Polo. Theteacher will pose questions and facilitate discussion for these primarydocuments, and write the findings for the group on a large piece of paper. Thesewill be displayed in the classroom at the end of the day.Students at the secondary source station will read an excerpt about Marco Poloand answer a few multiple choice questions about it. They will also discuss thedifferences between the primary sources and secondary source.Might behelpful to include the questions to be asked on the lesson plan. How many?How long will the Q&A take?8:35-8:50
Assessments/Checks for Understanding/Review:
During this time, we will regroup as an entire class. Students will turn their desksaround again so they are facing their normal direction. From here, we will revieweverything we have talked about, and expand upon it. This discussion will bebased off of the readings, and anything that students find interesting about them.This discussion will act as a less formal formative assessment, allowing us tocheck our students’ understanding of the topic as well as reiterate the key pointsmade that day in class. Assessment: If not completed, students will complete and turn in the questionsfrom the secondary source the following day.Good formative assessment. Prehaps offer the students an exit slip question tosee if there are any questions they didn’t feel comfortable asking in front of theclass?
Passages from  The travels of Marco Polo, the Venetian:thetranslation of Marsden revised, with a selection of his notes”
Importance of Trade near Yellow River:
“There is here an extensivemanufacture of silks, which areexported in large quantities toother parts by the navigation of theriver, which continues to passamongst towns and castles, andthe people subsist entirely bytrade.” (Page 285-86)
Paper Money:

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