Map Reading: Where Am I?

Subject Area: Social Studies (History)

Grade Level(s): 8

Duration of Activity: 2 days

Description of Activity:

As part of an overall unit, students will find latitude and longitude on maps and globes, locating continents, countries, and states. In this lesson they will use an online map of the early American West to reinforce the concepts of latitude and longitude as part of a social studies unit on westward migration.

Objectives:

• The students will use latitude and longitude to identify specific places in the western United States on maps.

Materials/Equipment:

• Online map of the western United States
• Computers with Internet access
• Handout 1: Where Am I?

Prerequisites (skills or background needed):

• Knowledge of the following terms
• Longitude
• Latitude
• Equator
• Prime Meridian

Procedure

Teacher Component: The teacher will

1. assign the appropriate chapter in the text book relating to map skills and westward migration
2. define the terms latitude, longitude, equator, and prime meridian
3. demonstrate how to access the following Web site: http://www.lib.utexas.edu/maps/histu .html and model using latitude and longitude to find a specific area on the map.
4. interpret the Eastern United States 1906 map located on the same Web site: http://www.lib.utexas.edu/maps/united_states/us-east.jpg. Again point out where longitude and latitude are located on a map. Point out cities and towns that are near different points of latitude and longitude.
5. Divide the class into collaborative groups of 3-4 students. Give the students Handout 1: Where Am I? and ask them to locate different places on the map. Each group member will locate at least one place.

Student Activities: The students will

1. read the chapter in the textbook and take notes on the terms latitude, longitude, equator, and prime meridian as they are defined by the teacher.
2. compare and contrast longitude and latitude on the Eastern United States map as part of the class discussion and in their notes.
3. use the Web site http://www.lib.utexas.edu/maps/histus.html to find a specific map for Handout 1: Where Am I?
4. complete Handout 1: Where am I? in cooperative groups.

Accommodations:

• Students who have difficulty completing the assignment may be given additional practice using other online or printed maps.

Extension Activities:

• Students can measure the distance from their home state to any state that they wish to visit and give the number of miles they will need to travel by using the scale provided with the map.
• Students can convert distances on a map in standard English measures to metric distances.
• Students can calculate estimated gasoline expenses for the distances measured on the map based on the average price of gasoline in their community using up to three prices on any given day.
• Students can key the information they find into word-processing software documents

Integration:

• Social Studies
• Math
• Technology

Assessments:

1. Teacher observation on how students follow directions
2. Handout1: Where am I?

URLs:

• Historical Maps of the United States
  http://www.lib.utexas.edu/maps/histus.html
• map of latitude longitude lines absolute relative locations explanations
  http://worldatlas.com/aatlas/imageg.htm
• COAST: Mapping and Analytical Systems
  http://www.coast-nopp.org/visualization_modules/physical_chemical/mapping_systems/index.html
  Note: You must have Quicktime loaded on your computer to view the visualizations on this Web site.

Curriculum Frameworks

Mississippi:

Eighth Grade

4. Analyze spatial and ecological relationships between, people, places, and environments using social studies tools (e.g., timelines, maps, globes, primary and secondary resources, charts, political cartoons, graphs, a compass, technology, etc.). (C, H, G, E)
4. Measure distances on maps and globes.
6. Analyze statistical information using social studies tools (e.g. charts or graphs on crop production, etc.).

National Educational Technology Standards (NETS):

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

TerraNova:

26 Geographic Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of the world’s people, places, and environments, and their interactions over time.

Construct answers, use geographic tools, and create solutions or products using inquiry skills and knowledge related to geographic perspectives.

27 Historical and Cultural Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of time, continuity, and societal change throughout history.

Demonstrate an understanding of concepts and process skills related to the study of the contributions, influences, and interactions of various cultures.

Construct answers and create solutions or products using inquiry skills and knowledge related to historical and cultural perspectives.

Link and Feedback to Author(s):

Lillie Young, Chambers Middle School, Arcola, MS
lil@tecinfo.com