Map Analysis and Using Cardinal Directions with Historic Maps

Students will investigate historical maps of the same or similar geographical areas to deepen their knowledge of map features and functions. Students will also explore the visual differences between maps with different functions and the visual differences between maps made using more advanced technology and maps made using older forms of technology.

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Standards & Objectives

Academic standards

3.2: Interpret maps and globes using common terms, including country, region, mountain, hemisphere, latitude, longitude, north pole, south pole, equator, time zones,...
3.3: Use cardinal directions, map scales, legends, titles, and longitude and latitude to locate major cities and countries in the world.
3.4: Examine major physical and political features on globes and maps, including mountains, plains, plateaus, mesas, buttes deserts, deltas, islands, peninsulas, basins,...
3.ETS1.1: Design a solution to a real-world problem that includes specified criteria for constraints.
3.ETS1.2: Apply evidence or research to support a design solution.
3.ETS2.1: Identify and demonstrate how technology can be used for different purposes
CCSS.ELA-Literacy.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-Literacy.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
CCSS.ELA-Literacy.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is...
CCSS.ELA-Literacy.RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from...
SPI 0301.8.4: Recognize basic plot features of fairy tales, folk tales, fables, and myths.
SPI 0301.8.5: Identify the authors purpose (e.g., to entertain, to inform, to describe, to share feelings).
TSS.ELA.2.RL.CS.6: Determine when characters have different points of view.
TSS.ELA.3.RI.IKI.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
TSS.ELA.3.RI.KID.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
TSS.ELA.3.RL.IKI.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
TSS.ELA.3.RL.KID.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is...

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

Session One – Introduction
Given historical maps, students will

collaboratively identify physical features.
collaboratively compare and contrast differences in maps from different periods and created for different purposes.
develop and discuss possible contributing factors in map development that led to observed discrepancies.
independently write a 1 paragraph essay comparing and contrasting 2 maps from the seminar.

Session Two – Creation & Peer-Assessment
Given a historical map and teacher feedback, students will

collaborate with a group to create a 5 question assessment and answer key to assess a peer group over cardinal directions, map scales, legends, and map function.
independently answer 4/5 questions correctly.
provide feedback on the assessment questions and ask clarifying questions.

Session Three – Review and Assessment

Given a historical map, students will independently answer 8/10 map analysis questions.

Essential and guiding questions:

How do time, technology, and author’s purpose affect the way maps look?

Lesson Variations

Blooms taxonomy level:

Applying

Extension suggestions:

Unused images can be used during reading centers as an extended learning opportunity.
In class or in collaboration with the art teacher, prompt students to create their own maps of spaces from their own lives. Maps should include titles, legends, and a compass rose. To further extend student learning, students can be prompted to write about their maps, describing their purpose, how they might be used, and the tools they used to make the map.
Students can research the tools used to make maps throughout history and build a timeline showing the development of map-making technology throughout time. Students can write accompanying research papers.
Invite students to bring maps from home to share or make quizzes for their peers.
Challenge students to make treasure maps of the playground. Once completed, students can hide a school supply in the final destination. If other students are able to use the map to find the “treasure” the map-maker wins.

Helpful Hints

MATERIALS:

teacher computer/projector
digital copies of all primary resources
enlarged/poster-sized copies of workshop maps (alternatives to poster-size copies are suggested in the “Prior to Lesson” step of the procedures)
assessment document (class set in color) pgs. 7—10