Discovering Your New World:
Primary Sources in Lesson Planning
Lesson Overview
How does the historical act of discovery (specifically
the European exploration of the Americas) and cartography relate
to the students personal progression through school.
Summary
Intended for multiple classrooms at the beginning of the school
year. Each classroom will construct a large map (using a blown up
primary source) from different time periods. Students will share
their classrooms map and write a paragraph and draw their own map.
Explain progression through school
Feel free to adapt using any primary source (for example using the
bill of rights and talking about classroom rooms and procedures)
Essential Question
Objectives
• Students will compare & contrast different
maps from various points in history and identify their similarities
and differences.
• Students will organize their analysis of the information
from the various maps into a written composition outlining their
interpretation of each maps uniqueness.
Time Required
Grade Level(s)
• 2 hours
• 4th/5th Grade
Topic(s)
World History, U.S. History, Geography and Language Arts
Added value
Ice breaker, shared learning experience, collaborative thinking,
deep learning – C.M’s idea
Format(s) of primary sources used
Maps
Standards Addressed
3.A.2 Write paragraphs that include a variety of sentence types;
appropriate use of the eight parts of speech; and accurate spelling,
capitalization and punctuation.
5.A.2b Organize and integrate information from a variety of sources
(e.g., books, interviews, library reference materials, web- sites,
CD/ROMs).
16.A.2c Ask questions and seek answers by collecting and analyzing
data from historic documents, images and other literary and non-literary
sources.
17.C.2b Describe the relationships among location of resources,
population distribution and economic activities (e.g., transportation,
trade, communications).
Preparation
-Materials Used
Drawing Paper & Coloring Implements
Reproduce each of the following resources in color using large
scale images which could be reconstructed as a giant jigsaw puzzle
-Resources Used
Universalis cosmographia secundum Ptholomaei traditionem et Americi
Vespucii alioru[m]que lustrationes. Map. France: Waldseemuller,
Martin, 1507. From Library of Congress, American Memory: Discovery
and Exploration. http://hdl.loc.gov/loc.gmd/g3200.ct000725
(accessed June 19, 2008)
Map of the world with the most recent discoveries. Map.Van Schaack,
Mary, 1811. From Library of Congress, American Memory: Discovery
and Exploration. http://hdl.loc.gov/loc.gmd/g3200.awh00011
(accessed June 19, 2008)
Procedure
(Activity/s)
(5 Min.) 1. Discuss changes between 3rd -5th grade educational
process
(10 Min.) 2. Pass out sections of a map and have students write
a prediction about what the whole map is of
(20 Min.) 3. Have students work together to build the whole map
and mount it on a classroom wall
(5 Min.) 4. Students reflect on their prediction and bring a notebook
to examine other 4th/5th maps
(30 Min.) 5. Tour other classrooms and examine different maps
of the world put together by them
(10 Min.) 6. Back in classroom, discuss how each map was different,
discuss the importance of perspective
(5 Min.) 7. Have students work independently to compose a paragraph
comparing and contrasting their various maps their saw and begin
next step when finished with paragraph
(25 Min.) 8. When finished with paragraph students will draw their
own map of the school specifically focusing on how their path
through the school will be unique this year versus previous years
(at least 5 locations)
(10 Min.) 9. Share maps with fellow students, discuss perspective
and turn in work for parents see at open house
Evaluation
(Rubric/s)
Assessments:
• Observation Worksheet
• Written Paragraph
• Map of School
Scoring Criteria:
• Written Paragraph- Students will receive full credit if
they accurately compare and contrast the differences between the
maps and provide their own interpretation of why they are different.
(If paragraph is missing one of these elements one letter grade
will be lowered for each missing element).
• Map of School- Students will receive full credit if they
represent their own classroom and at least five other locations
on the school campus. (If map is missing one of these locations
one letter grade will be lowered for each missing location).
Worksheet
Three observations about our map.
1) _________________________________________________________
___________________________________________________________
2) _________________________________________________________
___________________________________________________________
3) _________________________________________________________
___________________________________________________________
Three observations about next map.
1) _________________________________________________________
___________________________________________________________
2) _________________________________________________________
___________________________________________________________
3) _________________________________________________________
___________________________________________________________
Three observations about 3rd map.
1) _________________________________________________________
___________________________________________________________
2) _________________________________________________________
___________________________________________________________
3) _________________________________________________________
___________________________________________________________
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