Lesson Plans: Grades 3-5
Curriculum Unit

What's In A Name? (4 Lessons)

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The Unit

Overview

MacDonald. Carpenter. Underwood. Green. These are typical American names that reflect a family's British origins—but they tell us little about the people who currently bear them. How times have changed! In the Middle Ages, a person's second name served a useful function. In some cases, it revealed where he lived; in others, it told who his father was, what he did for a living, or even what he looked like.

In this unit, students will learn about the origins of four major types of British surnames. They will consult lists to discover the meanings of specific names and later demonstrate their knowledge of surnames through various group activities. They will then compare the origins of British to certain types of non-British surnames. In a final activity, the students will research the origins and meanings of their own family names.

Guiding Questions

  • What are the origins of British surnames?
  • What did these names once tell about the people who bore them?
  • What similarities exist between British and non-British surnames?
  • How can we find the origins of our own surnames?

Learning Objectives

  • Explain how and why surnames came to be
  • Describe four types of British surnames and give examples of each
  • Compare the derivations of British and certain non-British surnames
  • Tell the origin and meaning of their own surnames

Preparation Instructions

Become familiar with the materials used in the lesson plan. Locate and bookmark websites you plan to use. Download and duplicate charts used in the activities. Secure several copies of a local phonebook for the Assessment exercise in Lesson 3.

You can find additional background information about surnames at the following sites:

The Lessons

The Basics

Grade Level

3-5

Subject Areas
  • Art and Culture > Subject Matter > Anthropology
  • History and Social Studies > Place > Europe
  • History and Social Studies > Place > The Americas
  • History and Social Studies > World > The Medieval World (500 CE-1500 CE)
  • History and Social Studies > Place > The Middle East
  • History and Social Studies > Place > Asia
Skills
  • Critical thinking
  • Cultural analysis
  • Discussion
  • Gathering, classifying and interpreting written, oral and visual information
  • Interpretation
  • Logical reasoning
  • Making inferences and drawing conclusions
Lesson Plans: Grades 3-5
Curriculum Unit

On the Road with Marco Polo (8 Lessons)

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The Unit

Overview

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.

In this curriculum unit, students will become Marco Polo adventurers, following his route to and from China in order to learn about the geography, local products, culture, and fascinating sites of those regions. Students will record their "journey" by creating journal entries, postcards, posters, and maps related to the sites they explore. The EDSITEment Marco Polo Journey Map, with its guiding questions, may be used either as a culminating exercise or a method of reviewing previous lessons and introducing new ones.

Guiding Questions

  • What routes did Marco Polo follow to China and back?
  • What sorts of natural environments did he travel through?
  • What were the major products of the places he visited?

Learning Objectives

  • Trace the routes of Marco Polo on a map of Europe and Asia
  • Describe the major geographical features of regions along these routes
  • List some of the important products of these regions

Preparation Instructions

Read through the entire lesson plan and become familiar with the content and resources. Bookmark relevant websites for later reference. Download and duplicate the map of China available through EDSITEment-reviewed resource Xpeditions for Activity 5 and the Map of the Indian Ocean Area available through EDSITEment-reviewed resource SARAI for Activity 6. It would be very helpful to have a large map of the world in your classroom as well as a set of atlases.

As you progress through the lessons, you may want to speak to your students about the changing status of maps, and the various ways maps can be used to represent a geographic and political area. Since students may find themselves confused by the large number and types of maps in these lessons, you may want to pick one or two to serve as reference points against which other maps are compared (your classroom atlas or a large map of the world might be a good choice). A good online map to use as an overall guide is the Map of Marco Polo's Route available through EDSITEment reviewed resource Asia Source.

Review the EDSITEment Marco Polo Interactive Map. You may use the map either as a culminating exercise or as a way of reviewing material from the previous day's lesson before introducing new material.

Additional background materials can be viewed at the following websites:

The Lessons

The Basics

Grade Level

3-5

Subject Areas
  • Art and Culture > Subject Matter > Anthropology
  • History and Social Studies > Place > Europe
  • History and Social Studies > World > The Medieval World (500 CE-1500 CE)
  • History and Social Studies > Place > Asia
  • History and Social Studies > Themes > Exploration & Discovery
Skills
  • Compare and contrast
  • Critical analysis
  • Cultural analysis
  • Discussion
  • Evaluating arguments
  • Gathering, classifying and interpreting written, oral and visual information
  • Historical analysis
  • Internet skills
  • Interpretation
  • Journal writing
  • Logical reasoning
  • Making inferences and drawing conclusions
  • Map Skills
  • Representing ideas and information orally, graphically and in writing
  • Visual analysis
  • Lesson 2: United States Entry into World War I: Some Hypotheses About U.S. Entry

    United States Entry into World War I: Portrait of Woodrow Wilson

    What is the most compelling evidence explaining why the U.S. entered World War I? After completing the lessons in this unit, students will be able to: Take a stand on a hypothesis for U.S. entry into World War I, supported by specific evidence

  • Lesson 1: United States Entry into World War I: Two Diametrically Opposed Views

    United States Entry into World War I: Portrait of Woodrow Wilson

    American foreign policy continues to resonate with the issues involved in the entry of the United States into World War I—unilateralism versus foreign alliances, the responsibilities of power, the influence of the military-industrial complex on foreign policy, the use of force to accomplish idealistic goals. Understanding the choices the Wilson administration made and their consequences provides insight into international affairs in the years since the end of the Great War and beyond. In this lesson, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.

  • Lesson 2. The Debate in the United States over the League of Nations: Disagreement Over the League

    Woodrow Wilson for League of Nations

    American foreign policy 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 Great War. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.

  • Lesson 1: The Debate in the United States over the League of Nations: League of Nations Basics

    Woodrow Wilson for League of Nations

    American foreign policy resonates with the same issues as 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 ultimate failure provides insight into international affairs in the years since the end of 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.

  • Lesson 7: On the Road with Marco Polo: From Hormuz to Venice

    A map of Marco Polo's route to and from China.

    Marco Polo was on the last leg of his journey home from China to Venice. After visiting several seaports in India, he and his party sailed across the Arabian Sea and to the mouth of the Persian Gulf, landing at the port city of Hormuz, where they decided to travel eastward across Asia following a land route.

  • Lesson 8: On the Road with Marco Polo: Homecoming

    A map of Marco Polo's route to and from China.

    This lesson can serve as the culminating review lesson for the entire EDSITEment Marco Polo Curriculum Unit, or you may use it to complete your own series of lessons for 3rd through 5th graders that focus on Marco Polo's journey to China and back.

  • Lesson 4: On the Road with Marco Polo: Crossing the Deserts of China

    A map of Marco Polo's route to and from China.

    After resting up and replenishing their supplies in the trading city of Kashgar, Marco Polo and his father and uncle continued eastward on their journey from Venice to China.

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

    A map of Marco Polo's route to and from China.

    After spending 17 years in China, Marco Polo and his father and uncle finally had an opportunity to return home to Venice. Student follow their homeward journey starting with a sea voyage to India.