Marco polo and the silk roads through asia This exercise is aimed at fifth graders.Students http://www.zoomnow.com.au/ should have read marco polo:A journey through,(Macdonald, the silk route:7, 000 Miles of History,(Major), and have the ability to use an atlas.Using the books students will create a map of the world of the silk roads to be used in a creative writing exercise based on silk roads history and geography.Students should work in groups on the mapping work.The lesson plan is flexible and can be made into as big or small a project as desired.Objectives: By the end of the lesson, the student will. 3.Have a stronger cultural awareness, be able http://www.zoomnow.com.au/ralph-lauren-homme.html to recognize the major cultures of the world, and be able to recognize how different societies are connected. 4.Come away with an increased curiosity and interest in further historical and cultural study. Modern country borders of europe, asia, the middle east, and africa. Larger mountain ranges and rivers http://www.zoomnow.com.au/ralph-lauren-homme.html Main silk road trade routes(Teacher can choose to have students trace the routes themselves using the map in marco polo. ) Colored pencils and/or markers. A copy of the included list of locations for each planned group of students.The list includes all locations mentioned in the two books.Alternatively, students can be asked to look up the locations in the books. Several atlas books.Especially if using one large map instead of one per student, the class can do the activity as a whole as well.Each group should get one list of locations, and a map each.Even if using a large map it is encouraged that each student draw a copy of their own as well.For each highlighted location, students should find a passage in the books where it is mentioned.For each, the students should write a sentence, in their own words, pertaining to the location based on what they read in the book. When completed, students should note how the places correlate to the main silk roads trade routes drawn on the map.Ask them to imagine where additional side routes may be located, and draw them in if desired. 3.In the books each group should now locate five to ten things that were traded along the silk roads, each from a different location.On the maps, have students draw the items on the area each comes from. 4.A) Using their maps, students can writeA one page fictional story ofA merchant's journeyAlongAny segment of the Silk Roads trade routes.The essay should include the following information(Not necessarily in this order): Who is the merchant, and where does s/he come from?Where is her/his ultimate destination? What places does s/he pass through?What makes each place unique?Who lives there? Who did the merchant meet along the way? What items are s/he trading along the way? B)Students can create the story as a group, answering the same questions, and then present them to http://www.yaweb.fr/ralph-lauren-femme/hoodies.html the class. C)The class can create a story guided by the teacher.Play it out in the classroom or outdoors, as a skit or a role playing game.In this case the story should have a

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