Grades 6-8 Lesson Plan - Mapping an Encounter

Map 2 Main Page

Core Map: "A Map Describing the Situation of the Several Nations of Indians between South Carolina and the Mississippi River". In Archer Butler Hulbert, The Crown Collection of Photographs of American Maps (Washington, 1873), series 3, volume 1, plates 7-8. Newberry Library call number: Ayer 136 H91 1914, vol. 1 (Printable PDF version of the Core Map)

Overview
In this lesson students recognize the aspects of a historical map drawn in about 1721 by a Native American for presentation to the British governor of South Carolina and compare it to a European map of the same period. They then create a map that will show relationships of another encounter.

Objectives
By the end of this lesson students are expected to:

1. Understand how relationships are shown on a historic map.
2. Represent relationships of another encounter on a map.

Key Terms
key, map, symbol, relationship, grid

Materials
Computer image or overhead of the core map, copies of the core map for students, descriptions of a first encounter (see Resources)

Time
Two hours

Getting Started

1. Have students consider the first time they encountered a new place.

2. Have them write a brief narrative of this encounter, including where they went and at least five new people or groups they encountered.

3. Instruct them to figure out a way to graphically represent this encounter. Give them some time to complete this creation.

4. Then have them show this map to another person in the class. Have this second person relate what they see in the graphic representation. Ask the creator of the narrative and map to give feedback as to the accuracy of the reader's interpretation.

1. Present the core map on the computer, in printed form, or on an overhead transparency. If you are not using the core map on the computer, have the contemporary spelling of the names on the maps ready for you to use.

2. Tell students that this map was drawn to show new encounters, just like the one that they just created. Direct students in a search of the map for background information that helps them understand what is on the map (names, drawings, title, etc.). Work with them so that they understand what the circles show. Ask them how these circles relate to the maps you created earlier. If you are viewing the core map directly on the computer, you can click on the map to highlight the contemporary spellings of the Native American tribes. See the curator's notes for specific explanations of the map symbols.

3. Direct the students' attention to the area near Charleston. Ask them what they think the grid pattern shows. Ask them to compare the purpose of the grid lines to that of the circles.

4. Talk with them about the lines that connect the circles. Compare these lines to the map you created. Have them consider the different sizes of the circles. Discuss how some circles have many lines from their circle to other circles and others have few. Ask them what this might show. Share with them the intended purposes of the lines.

5. Read to them some of the paragraph in the curator's notes that discusses the map's purpose.

6. In class or as homework, have students draw another map to represent the narrative or description of a different first encounter. See Resources for some choices about first person accounts. Students could also create a map from third person descriptions; for example, map what Mexican cultures were like just before Cortez landed.

7. The maps should include at least four groups and their relationships, showing differences in the role of the groups and in the quality of the relationships.

8. Have each student present his or her map to the class. Have students in the class explain how the map presented shows relationships.

For 3 points the map shows at least three groups and their relationships and the differences in the role of the groups and in the quality of the relationships. Other students easily understand the intended purpose of the map.

For 2 points the map shows at least two groups and their relationships and the differences in the role of the groups and in the quality of the relationships. Other students easily understand the intended purpose of the map.

For 1 point the map shows one group. Other students easily understand the intended purpose of the map.

Extensions

1. Have students map a trip (real or imaginary) to an unknown place in this manner, perhaps one from a story they create.
2. Have students trade maps and write descriptions of what they think the map in front of them represents.