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.
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.
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.
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.
Marco Polo's father and uncle returned to Venice when he was 15 years old. Two years later, when they set off again for China, they decided to take Marco with them. Students will take a “virtual” trip with Marco Polo from Venice to China and back. The first leg of the journey ends at Hormuz.
The Polos were so concerned about the seaworthiness of the ships they found at Hormuz that they changed their plans and decided instead to follow a series of trade routes across Asia to China. Students will "accompany" them on this leg og the trip, from Hormuz to Kashgar.
Over half of all English surnames used today are derived from the names of places where people lived. This type is known as a locative surname. For example, a man called John who lived near the marsh, might be known as John Marsh. John who lived in the dell was called John Dell. Other examples are John Brook, John Lake, and John Rivers.
Fables, such as those attributed to Aesop, are short narratives populated by animals who behave like humans, and which convey lessons to the listener. Jataka Tales are often short narratives which tell the stories of the lives of the Buddha before he reached Enlightenment. In this lesson students will be introduced to both Aesop’s fables and to a few of the Jataka Tales, and through these stories will gain an understanding of one genre of storytelling: morality tales.
Eric A. Blair, better known by his pen name, George Orwell, is today best known for his last two novels, the anti-totalitarian works Animal Farm and 1984. He was also an accomplished and experienced essayist, writing on topics as diverse as anti-Semitism in England, Rudyard Kipling, Salvador Dali, and nationalism. Among his most powerful essays is the 1931 autobiographical essay "Shooting an Elephant," which Orwell based on his experience as a police officer in colonial Burma.
Joan of Arc is likely one of France's most famous historical figures, and has been mythologized in popular lore, literature, and film. She is also an exceptionally well-documented historical figure. Through such firsthand accounts students can trace Joan's history from childhood, through her death, and on to her nullification trial.