Grades 3-5 Lesson Plan - Mapping Change

Map 14 Main Page

Core Map: Henry Schenck Tanner, "North America." In his New Universal Atlas (Philadelphia: Carey & Hart, 1845). Newberry Library call number: Case os oG1019. T2 1845. (Printable version of the Core Map)

Overview
This lesson has students compare a political map of North America today with one from 1845.

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

1. identify changes in a political map of North America today and that of 1845.
2. identify items of continuity in the political map of the United States today and that of 1845.
3. describe the influence of Indian and Hispanic cultures on the Southwest.

Materials
Computer image or overhead of core map, current political map of North America or the United States (preferably one showing Indian reservations; see Resources), detail of the southwest area of the core map, crayons or colored pencils.

Time
Approximately 40 minutes

Getting Started

1. Set up the lesson by introducing students to the core map. Have them use the pan and zoom functions to familiarize themselves with the map and its contents.

2. Distribute copies of the current political map(s) of North America or the United States and have the students compare and contrast major differences between it and the core map. Assist students in recognizing the differences by directing them to look for the following place names on both maps: Russian America (Alaska), Texas, United States, Mexico, and the names of some of the Indian Nations.

1. Explain that the activity is to use maps to chart changes between 1845 and today in the region now referred to as the southwestern United States.

2. Distribute color copies of the detail of the southwest area of the core map. Have students locate and circle on the map the following:
   1. the names of the three countries that existed in the region in 1845
   2. the names of the native peoples
   3. the names of United States and Mexican states
   4. the names of the following cities: Albuquerque, San Antonio, San Francisco, Santa Fe, Paso (El Paso), Taos, Monterey, and San Felipe.
3. Have the students draw over or highlight the boundaries of the three countries.

4. Have students compare the detail of the southwest area of the core map with a current political map of the southwest section of the United States. Have students repeat the locate and circle activity from Developing the Lesson step 2. Please note that not all of the items will be on the current map. Then have students make a list of all of the items that they found on both maps and a list of the items that they found on the 1845 map but that did not exist on the current map.

5. Select "Show Cities" from the menu on the core map. Click on the highlighted areas to reveal historic images of some of these locations.

6. Assign to, or have each student select, one of the cities shown on the core map. The students should research the city in a library or on-line so that they can write a 1-2 page essay about the city and the influence of Indian or Hispanic culture on the city (i.e., architecture, layout, place names, festivals). The essay must clearly state what country the city was a part of in 1845 and what country it is in today and must include at least one illustration (from the library or on-line research or from those provided on the core map).

List of items
For 4 points, the student successfully locates and circles all items asked for in Getting Started step 2 and creates well-organized lists as asked for in Getting Started step 4. The number of items on each list will depend somewhat on the current political map that is available to you.

For 3 points, the student successfully locates and circles three-quarters of the items asked for in Getting Started step 2 and creates well-organized lists as asked for in Getting Started step 4. The number of items on each list will depend somewhat on the current political map that is available to you.

For 2 points, the student successfully locates and circles one-half of the items asked for in Getting Started step 2 and creates lists as asked for in Getting Started step 4. The number of items on each list will depend somewhat on the current political map that is available to you.

For 1 point, the student successfully locates and circles one-quarter of the items asked for in Getting Started step 2 and creates lists as asked for in Getting Started step 4. The number of items on each list will depend somewhat on the current political map that is available to you.

Essay
For 4 points, the student writes a 1-2 page essay that addresses the Native American or Hispanic influence on the city and provides 2 or more specific examples of this influence. The essay is well organized, clearly identifies the country that the city was a part of in 1845 and in the present day, includes at least one illustration, and has few, if any, grammatical errors.

For 3 points, the student writes a 1-2 page essay that addresses the Native American or Hispanic influence on the city and provides 1 specific example of this influence. The essay is well organized, identifies the country that the city was a part of in 1845 and in the present day, includes at least one illustration, and has minor grammatical errors.

For 2 points, the student writes a 1-2 page essay that addresses the Native American or Hispanic influence on the city and provides one example of this influence. The essay is somewhat organized, mentions the country that the city was a part of in 1845 and in the present day, includes at least one illustration, and has some grammatical errors.

For 1 point, the student writes a 1-2 page essay that addresses the Native American or Hispanic influence on the city but does not include a specific example of this influence. The essay is poorly organized, does not clearly identify the country that the city was a part of in 1845 and in the present day, lacks an appropriate illustration, and contains significant grammatical errors.

Extension
Apply Getting Started steps 2-6 to the northwest region of the present day United States (the Oregon Country). You may wish to pre-select cities from the present day countries of the United States and Canada for the students to identify.