Marco Polo Debate | Investigate Primary Sources, Evaluate Story, Mini Debate!

Rated 4.9 out of 5, based on 199 reviews

4.9 (199 ratings)

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History with Mr E

14.8k Followers

Grade Levels

5th - 8th, Homeschool

Subjects

Social Studies - History, World History, Middle Ages

Resource Type

Activities, Handouts

Standards

CCSSRH.6-8.1

CCSSRH.6-8.2

CCSSRH.6-8.3

CCSSRH.6-8.4

CCSSRH.6-8.6

Formats Included

Zip
Google Apps™

Pages

16 pages

$4.99

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History with Mr E

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The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

This was a great resource to use when teaching about Marco Polo. The students were very engaged and learned a lot. My students love being able to debate and talk about history, so this was a great activity for them.

— Kaitlin P.

Rated 5 out of 5

My students loved this activity! I used it for rotating table groups, and students were able to discuss and questions in small groups before bringing their findings to the whole group. It was so great that my administrator commented on the engaged student learning during an unannounced walk-through!

— Heidi W.

Rated 5 out of 5

Description

Standards

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Reviews

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Description

In this Marco Polo Debate classroom activity, students begin by evaluating excerpts from The Travels of Marco Polo to determine Polo's believability. Then, students begin the exercise and look at a series of "yes" and "no" sides of the debate over his travels. There are FOUR total exhibits where students will hear both sides of the debate on whether or not he actually traveled to China. Once complete, students will prepare a mini-debate with classmates on Polo's legacy before reflecting on what they have learned!

✱ This resource is included in my Medieval Imperial China unit bundle located here!

A teacher key and a Google 1:1 version are included!

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Total Pages

16 pages

Answer Key

Included

Teaching Duration

1 Week

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Standards

to see state-specific standards (only available in the US).

CCSSRH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSSRH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSSRH.6-8.3

Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSSRH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSSRH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

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