Marco Polo was one of the first Europeans to travel to China. Marco grew up in the 13th century in Venice, an important trading city in Italy. Here, students learn about the Venice of Marco Polo's time.
In this lesson, students will learn about the lifestyle of the wealthy elite and then expand their view of medieval society by exploring the lives of the peasants, craftsmen, and monks.
American foreign resonates with the debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its failure provides insight into international affairs in the years since the Great War and beyond. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.
In the early years of the Middle Ages, most people in Europe lived in small farming villages. Everyone knew his neighbors, and there was little need for last names. But as the population expanded and the towns grew, a need arose to find ways to differentiate between two people who shared the same first name.
To what events in United States and European foreign affairs does the Monroe Doctrine refer? What was the primary purpose behind the Monroe Doctrine?
Modern American society is known for its ethnic diversity, and this, of course, is reflected in a wide variety of surnames. In this activity, students will learn about the origins and meanings of surnames commonly used in the United States that derive from non-British cultures.
After a long trek across the Gobi Desert, Marco Polo, his father, and his uncle finally arrived at the Shangdu, the summer palace of Kublai Khan. At this time, most of Asia was under control of the Mongols, a nomadic people whose homeland was in the Gobi.
In this lesson, students will discover how historical events gradually merged with fantasy to create the colorful tales we enjoy today.
What provisions in the U.S. Constitution are relevant to the debate over the Sedition Act? For this lesson, students will read brief excerpts from actual debates in the House of Representatives as the legislators attempted to work with the version of the bill "Punishment of Crime" (later known as the Sedition Act) already passed by the Senate.
In this lesson of the curriculum unit, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.