Lesson Plan

Lesson 6: On the Road with Marco Polo: Sea Voyage to India

Photo caption

"Embarking for Home," from Marco Polo: His Travels and Adventures, published in 1880.

In the 13th century, a young Venetian named Marco Polo set out with his father and uncle on a great adventure. Following a series of trade routes, they traveled across the vast continent of Asia and became the first Europeans to visit the Chinese capital (modern Beijing). Marco so impressed the reigning emperor of China, Kublai Khan, that he was appointed to the imperial court. For the next 17 years, Marco was sent on missions to many parts of Kublai's sprawling empire. The Polos finally returned to Venice via the sea route. Marco later wrote a book about his experiences, which inspired new generations of explorers to travel to the exotic lands of the East.

Guiding Questions

Why did Marco Polo follow particular routes from China to Indonesia?

To what extent did the natural environment affect Marco Polo's travels?

How did Marco Polo's travels change the economies and cultures of the places he visited?

Learning Objectives

Summarize the first leg of Marco Polo's return voyage.

Analyze the relationship between the topography of South Asia in the 13th century and the routes traveled by Marco Polo.

Evaluate the impact of Marco Polo's travels on South Asia and South Asia's influence on Marco Polo's travels.

Lesson Plan Details

Content Standards

NCSS.D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.

NCSS.D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

NCSS.D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

NCSS.D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

NCSS.D2.His.5.6-8. Explain how and why perspectives of people have changed over time.

NCSS.D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past.

NCSS.D2.His.15.6-8. Evaluate the relative influence of various causes of events and developments in the past.

NCSS.D2.His.16.6-8. Organize applicable evidence into a coherent argument about the past.

Lesson Activities

Activity 1. Sea Voyage to India

After spending 17 years in China, Marco Polo and his father and uncle finally had an opportunity to return home. Kublai Khan asked them to lead an expedition to deliver a Mongol princess to Persia, where she was to be married. From Persia they would continue on to Venice.

The Polos began their homeward journey by traveling south to a port (Amoy) in southern China. There their large party, which included government officials and servants as well as crewmen, boarded a fleet of 40 ships. Their sea route took them along the coast of Annam (modern Vietnam), past the Malaya Peninsula (Malaysia), and into the islands of Indonesia.

They spent five months on the island of Sumatra, waiting for the monsoon rains to end. While they were stranded there, Marco noticed that the North Star had dipped behind the horizon (he was now in the southern hemisphere).

Access The Silk Road. Scroll in the margin to Maps, then Route Maps, then Marco Polo. Trace the Polo's route from China to Sumatra.
Access the Map of Indonesia available through SARAI. Locate Sumatra.
View photos of this region by accessing Ask Asia Photo Gallery/Indonesia available from Ask Asia. Pay particular attention to the slides relating to Sumatra.

For hundreds of years, Indonesia and other islands off the coast of Southeast Asia have been known as the “spice islands.” Before the days of refrigeration, spices were in great demand in Europe, because they gave taste to dull (and rancid!) food.

Access The lure of spice available through Xpeditions. Read the text on this page, then view the following linked pages: The Spices of Antiquity, Spices, an Arab Monopoly, and Spices in the Middle Ages.

Guiding Questions for Discussion:

What route did the Polos follow from China to Indonesia?
What are the geography and climate of Sumatra?
What are some of the important products of Indonesia?
What religions are represented in the art and architecture of modern Indonesia?
Why were spices so widely sought after by European merchants in medieval times?

Finally, the weather improved and the Polo expedition set sail again. They crossed the Indian Ocean and stopped at the island of Sri Lanka (formerly known as Ceylon), just off the southeastern tip of India.

Learn about the island of Sri Lanka by visiting the following sites:

Indian Ocean Area available through SARAI. Trace the route from Sumatra to Sri Lanka
Sri Lanka available through SARAI. How did Marco Polo describe this island?
Ask Asia Photo Gallery/Sri Lanka available through Ask Asia.

Guiding Questions for Discussion:

Where is Sri Lanka?
How would you describe the geography and climate of the island?
What are some of the products of modern Sri Lanka? Which might have been important products in the days of Marco Polo?

From Sri Lanka, the Polos sailed along the southern and western coast of India, stopping in several places.

Learn more about the geography, culture, and economy of southern India by visiting these sites:

Elevation map of India available through Ask Asia. What is the elevation of the coastal region?
Ask Asia Photo Gallery/South India available through Ask Asia.
Hinduism available through Internet Public Library

Guiding Questions for Discussion:

What are the geography and climate of southern India?
What are some of the main products of southern India?
What is the major religion in this region?

Assessment

Distribute copies of the Map of the Indian Ocean Area, which you downloaded while preparing this lesson. Instruct the students to draw a line on the map to indicate the route of Marco Polo from China to Hormuz. Then have them indicate (with words or pictures) on the map some of the important products associated with the three major regions he visited—Sumatra, Sri Lanka, and southern India.

Lesson Extensions