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. 

Standards & Objectives

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