Teacher: Mr. Cavanaugh
Subject: 6th Social Studies
Maps: Mapmaker, Mapmaker, Make Me a Map!
Standards:
Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features.
What we will learn (objectives):
1. Write a journal entry defining what a map is, what different maps show, and how they do so; discuss the aspects of life affected by or relying on maps.
2. Read and discuss "Envy, Conquest, Revenge: It’s All in the Maps."
3. Work in small groups to analyze the historic, political, geographic, and social information provided in maps from the 16th to early 19th centuries.
4. Create their own maps of an area decided upon by the individual students.
What we will read or study (content):
"Envy, Conquest, Revenge: It’s All in the Maps." from: http://www.nytimes.com/learning/teachers/featured_articles/19990115friday.html
a variety of books containing easily-read color copies of maps from the 16th through 19th centuries OR maps obtained from the Discovery and Exploration section of The Library of Congress American Memory Project’s exhibition "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html)
How we will study it (process):
The gifted ed teacher will have the students complete the Do-Now: In their journals, students will respond to the following questions (written on the board prior to class): What is a map?
What do different maps show, and how do they do so?
Students will then share their answers, and the gifted ed teacher will jot down responses on the board. Then, discuss the aspects of life affected by or relying on maps (e.g., economics, politics, travel, and communication).
As a class, students will read and discuss "Envy, Conquest, Revenge: It’s All in the Maps." Use the following questions as a discussion guide. Both gifted ed and general ed teachers will monitor and facilitate discussion, as necessary. Students will receive a copy as well to jot their answers down:
a. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
b. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
c. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
d. What historical information is found in the maps in this exhibit?
e. What topographical changes can be traced through comparing various maps?
f. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
g. What political changes can be traced through the maps in this exhibit?
h. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Divide students into several small groups of three to four members each. Give each group a map from the late 16th to early 19th centuries. If possible, maps should be in full color from books found in your classroom or the school library. Maps can also be printed from The Library of Congress American Memory Project’s exhibition titled "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html), particularly from the Discovery and Exploration section. Both gifted ed and general ed will monitor.
Students in each group carefully look at the map that they have been assigned, and the group answers the following questions about their map on a piece of paper. (Students should have access to global and United States history textbooks and other resources.)
--What is the title of your map, and what does it tell you about the map?
--When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
--What symbols are found on this map, and what do they mean?
--What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
--What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, students will be able to look at the other groups maps and answers. Both gifted ed and general ed teachers will be monitoring and answering questions.
As final check-in, have students discuss what should be included in their maps.
Students will then complete a map of the east side of the school. The general education teacher will take the students on a data walk to take notes, and students will have 2 days in class to complete the map, with the due date the following class period. Gifted ed teacher will help monitor and coach, as needed.
Vocabulary:
empires, comprehensible, nautical, territories, surveyed, dominant, wresting, relinquishing, cartographers, portolan, vellum, projection, alluded, scope, geometric, antiquarian, elasticity, topography, deltas, tributary, skirmishes, retaliate, metamorphosis, succinct, shoals
How we will know we learned something (product):
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
Group Map Activity: maps could be color-copied and displayed, along with the groups’ responses, on a bulletin board or other area of the classroom.
Individual Maps
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: New York Times article: "Envy, Conquest, Revenge: It’s All in the Maps"
Process: class discussion of article, as well as Group Map activity
Product: Individual Map
Possible Extension:
Each student will create a map of anything that he/she wishes. The only parameters that students must follow is that the map must include symbols and a key. Encourage students to use color in their maps. If time allows, students can brainstorm different maps that they could create. In a future class, ask students to compare their maps to find similarities and differences in the ways the maps were drawn, the areas that students chose to map, and symbols used.
Further Questions for Discussion:
--What are the different elements one could find on a map?
--What different kinds of maps exist, how are they used differently, and who uses them?
--What important historical information could a map provide?
--What can a map indicate about the perception of the world at the time in which the map was created?
--In what ways do maps affect our daily lives?
--In what ways have maps changed over the course of time?
--How can a map be viewed as a piece of art?
--What mathematical knowledge is necessary in understanding how to read a map?
Homework:
Complete map project if not completed in class
What will we do at our next meeting?
Discuss how lesson went and the next chapter in the book.
Retrieved and modified September 2, 2009 from: http://www.nytimes.com/learning/teachers/lessons/19990115friday.html?searchpv=learning_lessons
Name:
Date:
Class:
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
As we read the article, jot down your answers for a class discussion.
1. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
2. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
3. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
4. What historical information is found in the maps in this exhibit?
5. What topographical changes can be traced through comparing various maps?
6. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
7. What political changes can be traced through the maps in this exhibit?
8. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Name:
Date:
Class:
Name:
Name:
Name:
Name:
Group Map Activity
Your team has been assigned a map. After studying your assigned map carefully, answer the questions. You may use other resources, such as the textbook and atlas, in the room to help you.
1. What is the title of your map, and what does it tell you about the map?
2. When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
3. What symbols are found on this map, and what do they mean?
4. What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
5. What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, you will have an opportunity to look at the other groups maps and answers.
No comments:
Post a Comment