Unit 1 Lesson 1

What are Maps?

Content Expectations: 6 and 7- Draw an accurate sketch map from memory of the world showing G1.1.2: the major regions (Africa, Asia, Europe, Australia/Oceania, Antarctica, Canada, United States, 2 Mexico, Central America, South America, and Caribbean).3 6-G1.1.1: Describe how geographers use mapping to represent places and natural and human phenomenon in the world. 7-G1.2.2: Explain why maps of the same place may vary as a result of the cultural or historical background of the cartographer. Common Core State Standards: WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

What are Maps?

Lesson Abstract: In this lesson students review how geographers examine and represent the earth from earlier grade levels. They begin by comparing different projections of the earth and considering the difficulty in representing a three-dimensional object in a two-dimensional space. They examine how geographers frame and reframe the world by using topographical features and “invented” big geographic categories such as continents or hemispheres. Using student created maps of the school, students explore how representations of place can differ. They consider how maps are made by people with different purposes, different knowledge and different points-of-view, and that these differences shape how people create accounts of a place.

What are Maps?

Questions To Focus Assessment and Instruction: 1. Why is it important to treat maps and “history” as accounts? 2. How do historians know and create accounts about the past? 3. Why might historians have different and sometimes conflicting

versions of the same event?

Types of Thinking: • Description • Evidentiary Argument • Generalizing • Identifying perspectives • Issue Analysis • Problem Solving

What are Maps?

Learning Targets:

1. I can describe why it is important to treat maps and history as accounts.

2. I can explain how historians know and create accounts about the past.

3. I can justify why historians might have different and sometimes conflicting versions of the same event.

What are Maps?

BIG IDEAS

• Maps are representations of places. A map is not the place.

• People who create maps select and organize the features of territory to include in their maps.

• People’s purposes, knowledge, and perspective (or point of view) shape their maps.

• People’s maps of the same place can look very different.

What are Maps?

1

representation the description or portrayal of someone or something in a particular way

Example: A map is a representation of an actual location or place.

(SS070101)

2

three dimensional

having length, width (measurement from side-to-side) and depth

Example: The earth is a three dimensional object.

(SS070101)

3

two dimensional

having length and width but no depth

Example: Maps depict the earth in a

two dimensional way.

(SS070101)

4

map

a visual representation of an area

Example: Maps are representations of

places, but not the actual places themselves.

(SS070101)

5

continent

any of the world’s continuous expanses of land

Example: Africa, Antarctica, Asia,

Australia, Europe, North America, and South America are the seven continents of the world. (SS070101)

6

map key/legend

the wording on a map explaining the symbols

Example: When reading a map, look for

the key/legend near the margin of the page. It is usually surrounded by an outline and explains every symbol shown on the map. (SS070101)

What are Maps?

7

account

a report or description of an event or experience

Example: A map is an “account” of how

the person who created the map “sees” the place they are representing. This is influenced by the person’s knowledge, purpose, and point of view.

(SS070101)

What are Maps? # 1

On the next blank page in your SS notebook:

• Write today’s date on the page

• DRAW a sketch map of the world from memory.

• Allow 5-10 minutes to draw their maps.

• Then turn and share their maps with a partner.

Teacher Note: This is an important beginning step so that students’ understandings and misconceptions can be visible to the teacher. Moreover, this activity is intended as a review from the previous grade focus on world geography.

What are Maps? #2

Distribute the “World Continents Map” to students.

• Students will work with a partner in labeling the continents and other important geographic features.

Teacher Note: The intent here is to be vague so that students will include whatever they remember from earlier studies.

What are Maps?

What are Maps? # 3

• Display the “World Continents Map” to the class and ask the pairs to share what they put on their maps.

• As you elicit students’ answers, record them on the displayed map and correct any inaccuracies students may have.

• Again, this is to resurface students’ prior learning. If students are having difficulty

remembering much, it may be worthwhile to assign them to investigate maps either online or in textbooks and add important geographic features.

What are Maps? # 4

A map making activity:

• Using the next blank page in your SS Notebook: CONSTRUCT A MAP OF OUR SCHOOL.

• Write today’s date on the page.

• Label important parts of the map by using a map key.

• If necessary to remind students what a map key is, display the “Community Map”

located in the Supplemental Materials (Unit 1, Lesson 1) and discuss the map key with the class.

What are Maps?

What are Maps? # 5

• After you have finished drawing your maps, place the maps on your desk so that other students can see the different drawings.

• Walk around the room and examine at least five of the maps of your classmates, noting the similarities and differences.

• Upon your return to your desk jot down your observations.

Allow about 7-10 minutes to explore the maps and take notes on what they noticed.

What are Maps? # 6 Whole class discussion:

1. What did you notice about the maps?

2. What are some of the differences in what we included? Excluded?

3. Did all of the maps use the space on the paper the same way? How did they differ?

4. How do you explain the fact that not all of the maps look the same, even though they represent the same place?

5. Is one map more accurate than another? Why?

6. Is one map more useful than another? Why?

7. So, what are maps?

What are Maps? # 6

Maps are representations of places, but not the actual places themselves.

• Locate the next available section in your SS Notebook.

• Write today’s date in the margin.

QUICK WRITE:

How do we know that maps are “representations” or “an account” of something else?

What evidence do we have that proves that maps are not the actual place?

What are Maps? # 8

Return to the student created school maps.

Consider purpose, knowledge, and point-of-view (perspective).

Use the following questions to facilitate this

discussion:

1. What were you trying to show on your map? So your purpose was to show…..?

2. What did you know about the place you were drawing?

3. Could you have drawn, for example, a map that included details of the teachers’ lounge? Why or why not?

What are Maps? # 9 Maps are “accounts” of how the person who created

the map “sees” the place they are representing.

Remember the Word Card #7 “accounts”.

We call the map “an account” or “a representation” because it is not the actual place; rather, it is someone’s description of the place.

So if all of you drew the same place, why were they different? TURN AND SHARE

What are Maps? # 9

Realize that your individual purposes, knowledge, and point-of-views influenced how you drew your maps – that is why we refer to them as representations or accounts.

Can you think of other representations or accounts we use?

TURN AND SHARE

What are Maps? # 10

Consider the following examples:

A photographer "creates" an account of an event when s/he makes a picture.

• The picture represents the people, acts, or events of a moment in time.

• You might explain that a photographer re-presents or presents again some moment in the time.

• Another way to think of an account, then, is as a "representation" or a “representation of past events.” .

What are Maps? #10 • A televised football game is someone’s re-

presentation of the game; the television viewer can only see what the camera operator shows even if it is a live broadcast.

• Similarly, a YouTube clip of a past event is someone’s representation of that event.

DISCUSS:

“Is a televised picture of a game the same as the game? Why? Why not?”

THINK/PAIR/SHARE

What are Maps? # 11

Think about the following problem and brainstorm your ideas:

Can we learn something about what people think by analyzing the way they made a representation or constructed an account?

Can we say something about their purpose, knowledge, or point-of-view?

• List students’ ideas on the board.

What are Maps?

What are Maps?

What are Maps?

What are Maps?

What are Maps?

What are Maps? # 12

There is one fundamental problem in representing the earth:

The earth is a three-dimensional object, so what happens when we try to represent a three dimensional object on a sheet of paper?

Elicit students’ thoughts, distribute the handout, “Turning Three Dimensions into Two”, located in the Supplemental Materials (Unit 1, Lesson 1) to students. • Review the assignment with the class. • Be sure they understand that they are to use an orange (or other three

dimensional object that can be easily peeled) and draw a picture on it that covers the entire object using a permanent marker.

• Explain to students that their homework is to flatten their picture on the object into a two dimensional object.

• Have students complete the “Turning Three Dimensions into Two” handout for homework.

What are Maps? Turning Three Dimensions into Two

*You may complete this project as homework with the permission and help of your caring adult

Directions: Using an orange, grapefruit or other object that can be peeled, draw a picture on the object using a permanent marker. Be sure to fill as much as the surface with your picture as possible. Then, flatten the drawing on the object so that it becomes a two dimensional drawing. To do so follow these steps: • Ask an adult to help. • Have the adult use a very sharp knife to peel the object so that your drawing remains in one piece (if possible). • Flatten the peel so that you can see the picture. • Answer the questions below. 1. Describe what happened to your picture. 2. Why do you think this happened? 3. If the earth is three dimensional, what problems might geographers have in representing the earth on

YOUTUBE

• History of the World in Seven Minutes - YouTube

Rationale: Why study history? Why study the distant past? Why does historical thinking matter?

“History provides us with the “invaluable mental power we call judgment.”

Recent research supports the “basic assumption that history teaches us a way to make choices, to balance opinions, to tell stories, and to become uneasy – when necessary – about the stories we tell.”

Ultimately, democracy and effective citizenship rests significantly on each generation’s ability to think historically.”

School Map #5

• Leave your map on your desk so that people may look at it.

• Walk around the room and examine at least five different maps noting similarities and differences.

• When finished write down your observations (what you noticed) in your SS notebook.

• Afterward respond to the questions coming up next.

School Map #6

• What did you notice about the maps? • What are some of the differences in what we

included? Excluded? • Did all of the maps use the space on the paper in the

same way? How did they differ? • How do you explain the fact that not all of the maps

look the same, even though they represent the same place?

• Is one map more accurate than another? Why? • Is one map more useful than another? Why? • So what are maps?

Maps are representations of places, but not the

actual places themselves.

Social Studies Notebook #7

Answer the following questions:

• How do we know that maps are “representations” or “an account” of something else?

• What evidence do we have that proves that maps are not the actual place?

Look at Your School Map # 8

Consider purpose, knowledge, and point -of –view (perspective):

• What were you trying to show on your map?

• So your purpose was to show…?

• What did you know about the place you were drawing?

• Could you have drawn, for example, a map that included details of the teachers’ lounge? Why or why not?

MAPS #9

• Maps are “accounts” of how the person who created the map “sees” the place they are representing.

• It is not the actual place, but someone’s description of that place.

• Maps are influenced by the individual’s purpose, knowledge, and point-of-view.

MAPS #10 • What other types of representations or accounts do

we use?

• Examples:

– Photographer (represents a moment in time)

– Televised football game (can see only what’s on the camera)

– YouTube clip (someone’s representation of a past event)

Is a televised picture of a game the same as the game? Why or why not?

**Student ideas? Brainstorm and Discuss

MAPS #11

Think and Brainstorm Ideas:

• Can we learn something about what people think by analyzing the way they made a representation or constructed an account?

• Can we say something about their purpose, knowledge, or point-of-view?

• Write your response in your SS Notebook

BALLOON MAP/PICTURE

• Choose a partner

• Have your social studies notebook and pencil/pen

• Put your possessions under the desk (out of the way)

• Listen to instructions

HOMEWORK USE AN ORANGE: • DRAW THE EARTH ON THE ORANGE • PEEL AN ORANGE IN ALL ONE PIECE • ATTEMPT TO SMOOTH OUT THE ORANGE PEEL INTO

AN ACCURATE MAP. • WHAT HAPPENED? USE A BALLOON: • USING A MARKER DRAW THE EARTH ON AN INFLATED

BALLOON • DEFLATE THE BALLOON – DO NOT POP IT • ATTEMPT TO SMOOTH OUT THE BALLOON INTO AN

ACCURATE MAP. • WHAT HAPPENED?

MAPS #12 The earth is a three-dimensional object, so what happens when we try to represent a three dimensional object on a sheet of paper?

Balloon Project Directions:

• With a partner draw a picture on an inflated balloon using a dry-erase marker.

• Try to draw the world on your balloon.

• Be sure to fill in as much of the surface with pictures as possible.

• Deflate the balloon and flatten and stretch it a part of it - like using silly putty.

ORANGE OR BALLOON MAP

Answer these questions in your SS Notebook:

• Describe what happened to your picture.

• Why do you think this happened?

• If the earth is three dimensional, what problems might geographers have in representing the earth on paper?

ORANGE OR BALLOON MAP

The word is DISTORTION. Example:

If you wear glasses and take them off – things look distorted.

If you don’t wear glasses and try someone’s glasses on – things look distorted.

WARM-UPS

Instructions:

1. Open your SS Notebook, locate your last entry. (No Notebook = USE PAPER)

2. SKIP A LINE

3. Write today’s date in the margin on the line where you’ll begin writing.

4. QUIETLY - Read the prompt, Think, ANSWER in complete quality sentences.

http://www.teachersdiscovery.com/current-event

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Fast food workers plan nationwide strike on Thursday 9/8/14

Thousands of fast food workers across the United States will once again go on strike this Thursday, representatives of the Fight for 15 movement announced Monday night. The new strike will likely be comparable in size to the last one, which occurred in mid-May and affected fast food restaurants in 150 U.S. cities. But unlike any previous strikes in the fast food industry, Thursday’s action is likely to feature acts of civil disobedience in at least a handful of cities. If workers do risk arrest on Thursday, that would represent a significant escalation in movement tactics and militancy. This week’s strike will be the first major fast food worker action since the first-ever Fight for 15 convention, which took place in late July. Many of the workers who attended the conference expressed a desire to escalate the campaign, and a handful of scheduled speakers extolled the virtues of civil disobedience. At the end of the convention, workers agreed to a resolution saying they would do “whatever it takes” to win. 09/01/14 06:47 PM–Updated 09/02/14 09:44 AM By Ned Resnikoff

QUESTIONS:

What are the pros and cons of raising the minimum wage? How does it affect you? What does it mean to the economy? Will raising the minimum wage push McDonald's to automate more and lay off workers?

What are Maps? 9/10/14

Warm UP:

1. Describe the reasons for food and snacks not being allowed in class.

2. If we happen to have a snack in class what is responsible behavior? Explain

What are Maps? 9/11/14

Warm UP:

1. What behaviors that you exhibit might result in you to dispose of your gum? Explain.

2. Describe the appropriate method for the disposal of chewed gum (ABC gum).

What are Maps? 9/11/14

Warm UP:

1. What behaviors that you exhibit might result in you to dispose of your gum? Explain.

2. Describe the appropriate method for the disposal of chewed gum (ABC gum).

What are Maps? 9/15/14

Warm UP:

List and spell correctly the seven continents.

What are Maps? 9/16/14

Warm UP:

List and spell correctly the four oceans.

US begins surveillance flights over Syria after Obama authorization The U.S. has started flying surveillance drones over Syria after President Obama authorized the missions, two senior Defense officials told Fox News, in a move that could pave the way for eventual airstrikes against Islamic State targets in the country. A decision still has not been made, at least publicly, to launch airstrikes in Syria. But the Obama administration would likely need additional intelligence on possible targets should the president take that step. Sources told Fox News that Obama approved surveillance missions in Syria for the first time over the weekend; they have since begun. It remains to be seen whether the Syrian government will raise any objections to the move. On Monday, the Syrian regime demanded that the U.S. seek permission before launching any airstrikes on its territory against Islamic State targets, but did not discuss its position on surveillance drones. The internal discussion over whether to expand the U.S. mission... Published August 26th 2014 - FoxNews.com

QUESTIONS: What are the benefits of using drones in hostile territories? What role will drones play in our national security?

Violence engulfs Ferguson with gunfire and tear gas

FERGUSON, Missouri – Multiple shootings, fire bombs and tear gas marked the worst night of violence in the St. Louis suburb that has been engulfed in tensions since a white police officer killed an unarmed black teenager on Aug. 9. Missouri Governor Jay Nixon announced early Monday that he was “directing the highly capable men and women of the Missouri National Guard to assist,” in restoring peace and order to the community.ve photo essay. Calm day in Ferguson takes dark turn The worst night of violence in this St. Louis suburb that has been engulfed in tensions since a white police officer killed an unarmed black teenager on Aug. 9. Residents, many with children in tow, had turned out for what began as a peaceful protest Sunday evening seeking justice for Michael Brown, the 18-year-old who was shot six times by a police officer who allegedly stopped Brown for blocking a residential street. The protesters marched toward a police command center set up in a shopping mall parking lot when heavily armed law enforcement fired on the crowd using tear gas and rubber bullets. An MSNBC reporter witnessed children suffering the effects of the gas, including two young African-American girls – one dressed in a pink tank top coughing as she struggled to push the shirt up over her mouth and nose while a woman rushed her from the scene. 08/18/14 01:04 AM—UPDATED 08/18/14 09:05 AM - By Amanda Sakuma and Zachary Roth

QUESTIONS: Describe this conflict in your own words. What do you think of this situation? What is your opinion?

The Remarkable, Top-Secret Deal With the Taliban to Free US Soldier

U.S. Special Forces rescued the 28-year-old in a top-secret mission in the Khost Province in Afghanistan. Bowe Bergdahl could be reunited with his family as soon as Wednesday, part of a carefully managed reintegration program the military uses for freed captives. Bergdahl is being debriefed at Landstuhl Regional Medical Center in Germany after a harrowing five-year captivity and dramatic release. His release came Saturday, with U.S. drones and helicopters overhead in case the deal turned deadly. A team of so-called “black” U.S. special operators – those who are part of the most secretive missions – moved deep into Khost Province in Afghanistan for the prearranged meeting. Close to 20 Taliban surrounded Bergdahl – a tense exchange, but no shots were fired as the 28-year-old was hustled into a waiting helicopter, officials said. By ABC NEWS | Good Morning America, 06-02-2014

QUESTIONS: What are your thoughts of the prisoner exchange? What are the repercussions of President Obama negotiating with terrorists? Discuss the pros and cons with your students?

What are Maps?

Map for Pre-Test

What are Maps?

Map for Pre-Test

What are Maps?