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.
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.
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.
Learn how writer Zora Neale Hurston incorporated and transformed black folklife in her novel Their Eyes Were Watching God. By exploring Hurston’s own life history and collection methods, listening to her WPA recordings of folksongs and folktales, and comparing transcribed folk narrative texts with the plot and themes of the novel, students will learn about the crucial role of oral folklore in Hurston’s written work.
The unwillingness of the Soviet Union to allow the creation of independent and democratic states in Eastern Europe, and the failure of East and West to reach a compromise on Germany, left many Americans puzzled. Why were the Soviets acting as they did? Moreover, how should the United States respond? This lesson will consider containment through the use of original documents, mostly from the Truman Presidential Library. They will study what it meant in theory, and then examine the first two major instances of its application—the Truman Doctrine and the Marshall Plan.