Marco Polo

                                                                                                            Tamara L. Bell

                                                                                                            Lesson Plan

                                                                                                            Marco Polo

                                                                                                            World History 11

Standard: 

World History: E. Global Encounters, Exchanges and Conflict, 500 AD to 1500 AD.

Historical Skills: A. Historical Inquiry

Performance Expectation:

1. explain how language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding.

8. illustrate how individual behaviors and decisions connect with global systems.

Objectives:

-The student will understand who Marco Polo was and why he was important

-The student will understand the extent of Marco Polo’s travels

-The student will identify the long term effects of Marco Polo’s life

-The student will analyze historical evidence and draw conclusions

Assessment:

-Through small and large group discussion the student will demonstrate an understanding of Marco Polo’s life and accomplishments

-Students will synthesize information by working individually and then in small groups to answer questions

-Students will analyze historical information resulting with a worksheet of their group’s analysis of the accuracy of Polo’s stories

-Students will demonstrate an understanding of the material on an individual worksheet

Directions:  We’re doing a jigsaw.  The directions are listed at the top of each reading.

Agenda for Wednesday

1. Announcements/Review from Tuesday
2. Objective: To learn about Marco Polo using various readings and pictures describing his life.
3. Break up into groups of four-each person in the group will receive one of the readings.  Each person will read their reading to themselves.  Then the groups will break apart.  The students will gather with the other people who read their article.  The students will discuss the article with their peers who read the same information.  After the students have had the opportunity to become experts on their article, the original groups will reconvene and each person will share the information from their article.
4. The groups will answer the picture questions and the written questions on the worksheet as a group.
5. We’ll then have whole group discussion
6. Student evaluation