Students 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.

Young 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.

Learners 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.

Students 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.

Students 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.

Students 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.

Class 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...

Students 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.

Learners explore biology by completing science worksheets in class. In this animal anatomy activity, students read the book The Adventures of Marco and Polo and identify the animals mentioned in it. Learners examine a real life animal...