Grades 9-12 Lesson Plan - Mapping Migration and Settlement

Map 4 Main Page

Core Map: Anon., "Carte Particuliere du flevue [flueve] St. Louis dix lieües au dessus et au dessous de la Nouvelle Orleans" (A particular map of the St. Louis River [Mississippi River] ten leagues above and below New Orleans, on which are marked the homes and lands granted to some private individuals along the Mississippi) (ca. 1723), in Cartes Marines. Newberry Library call number: Ayer ms map 30, no. 80 (Printable PDF version of the Core Map)

Resources related to Map 4.
Curator's Notes for Map 4.

Overview
This lesson has students annotate the core map to explain migration and settlement within the context of the French colonization of North America. The students will access an on-line archive of resources to identify, select, manage, analyze, and present pertinent information.

Objectives
At the end of this lesson, students will be able to:

1. annotate a map by using research materials.
2. explain French colonization in North America using the settlement of New Orleans area as an example.

Materials
Computer image or overhead of the core map; Plan of the Town of New Orleans, 1723; a map of the French colonization of North America (see Resources); a map of European colonization of North America (see Resources); Atlas of the environment (include climate, vegetation, topography) (see Resources); New Orleans and Louisiana Timeline, 1541-1803; Biographies; profiles and histories of Native American peoples (see Resources); materials for creating the map annotation.

A variety of formats exist for the map annotation including:

• Having the map on a web page with buttons to click to access information (similar to the core map format here);
• The use of PowerPoint or Hyper Studio type presentations;
• The use of Quark, PageMaker, PowerPoint, or a word processing program to produce a four-page newsletter on one 11 x 17 sheet folded once into 8 1/2 x 11 (page one having who, what, when, where context; pages two and three the map and basic facts, page four a case study of the city of New Orleans or a long lot); or
• Poster board with map and annotations

Getting Started

1. Have the students access the core map. Explain that it is a map of a French colony in North America. Have the students scroll and zoom to familiarize themselves with the map and its elements.

2. Ask the students what an annotated map is. Define an annotated map as a map having descriptions and explanations to facilitate reading and comprehension of it content to get the map in proper context regarding themes and topics. If possible, present an example of an annotated map in print version. National Geographic Magazine (see Resources) publishes many excellent maps annotated with cultural and historical information.

3. Introduce the lesson as an exercise in annotating the core map to define its elements, translate its language, illuminate its content, and demonstrate its usefulness to understanding French colonization in North America. Explain that this will be a group project. Describe the format(s) depending upon access to various technologies and student expertise.

1. Organize the students into groups of three or four.

2. Orient the students to the archive of resources available for this lesson (see Grades 9-12 Resources), noting that there are more available than needed. Students must select pertinent information to cover topics so that map annotation is cohesive and organized.

3. Present the following list of potential topics, noting that students can include all or some but they must cover the people, migration and settlement patterns (including land use and division), the time frame of colonization, how the French and other settlers interacted with the environment and native inhabitants, and French colonization of North America generally. The concluding annotation should also explain how the settlement of the New Orleans area fits into general French colonization patterns.
   1. Map elements
   2. French to English translation (have the students translate features that have not already been translated on the web version of the core map)
   3. Definitions of terms
   4. Timelines (general and specific)
   5. Native Americans (identify, locate homelands, brief profiles)
   6. First European encounters of the Mississippi Delta
   7. French founders of New Orleans area colony
   8. Environmental characteristics of land, water, vegetation, climate
   9. Colonial interaction with the environment
   10. Profile of city of New Orleans
   11. Profile of a long lot settlement
   12. French colonization of North American overview

4. Have students develop a work plan that divides research, design, writing, and other tasks among members.

5. Have students work on map annotations. Periodically check on each group for problem-solving and to check progress.

6. Upon completion, have the students share map annotations, offering brief oral presentations.

1. Map annotation process
   For 4 points, the student successfully completes all tasks on time and works harmoniously and effectively in a group by coordinating efforts, solving problems, and managing time.
   For 3 points, the student successfully completes all or most tasks on time and generally works harmoniously but had minor difficulties working effectively in a group in coordinating efforts, solving problems, and managing time.
   For 2 points, the student successfully completes some tasks on time and generally works harmoniously but had major difficulties working effectively in a group in coordinating efforts, solving problems, and managing time.
   For 1 point, the student successfully completes only a few or no tasks on time and generally did not work harmoniously or effectively in a group in coordinating efforts, solving problems, and managing time.
   
   
2. Map Annotations
   For 4 points, the student annotates the map including coherent, complete, and coordinate information in an easy-to-read, aesthetically excellent format.
   For 3 points, the student annotates the map including mostly coherent, complete, and coordinate information and/or the format and annotations have minor flaws in legibility ands aesthetics.
   For 2 points, the student annotates the map but the annotations have major (minor) defects in including coherent, complete, and coordinated information, and/or the format and annotations have minor (major) flaws in legibility ands aesthetics.
   For 1 point, the student annotates the map but the annotations have major defects in including coherent, complete, and coordinate information, and the format and annotations have major flaws in legibility and aesthetics.