Brief Description

Maps are an integral as well as fascinating part of the social studies curriculum. In the days of the early explorers maps were a work of art as well as a useful tool. By studying a map from this time period, students will gain an understanding of the culture of that time as well as an insight into the minds of those who sailed off into the unknown seeking fame and fortune.

Standards and Frameworks

Technology Standards

• 3T-E2. Use a variety of technology tools for data collection and analysis
• 5T-E1. Locate information from electronic resources
• 5T-E2. Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources

• 1SS-E1. Understand and apply the basic tools of historical research, including chronology and how to collect, interpret, and employ information from historical materials.
• 1SS-E5. Describe the causes, course, and consequences of early European exploration of North America
• 3SS-E4. Demonstrate understanding of the characteristics, purposes, and use of geographic tools to locate and analyze information about people, places, and environments

Academic

• Using data collected from the Historical Treasure Chest website, students will answer a set of questions based on a primary source using a writing rubric scale.

• In the school computer lab, students will be able to access a primary source website to obtain a sixteenth century map of the Spanish Americas.
• In the school computer lab, students will be able to access a primary source website to view either a photograph, letter, or rare book.

• Students will need appropriate permission to access the Internet.
• Students will need to know how to access the Internet.
• Students will need to know basic word processing skills.

A computer with Internet capability

Accommodations for Special Needs
 

• Students can work in teams.
• Sheltered English Immersion students can write in their own language or work with a partner. Students from other cultures might provide added insight into the source interpretations.
• Gifted students might provide a larger worldview of the source and its culture. They could look for connections to other historical or cultural trends.
• The possibility exists for all students to compare and contrast this primary source to other similar primary sources. Students with more technological experience with search engines could help seek out those other similar sources.

1. Go to http://www.k12science.org/curriculum/treasure/activity.html
2. Click on Part 1: Primary and Secondary Sources. Hold a brief discussion on the uses and differences between primary and secondary sources.
3. Have students work in teams of two.
4. Click on Part 2: Treasures for Classroom Use. Click on the word Map under the globe. Click on Full View. Explain to the class that this is a real map from a 16th century Spanish explorer. Ask if it is a primary or secondary source.
5. Show the class how to use the full view and enlarged view options.
6. Pass out the worksheet and rubric (http://rubistar.4teachers.org/view_rubric.php3?id=706588). Have each team answer the questions based on the map. Make sure they know that the rubric is the criteria upon which their answers will be graded.
7. As the teams complete the assignment they can study the other primary sources (the photograph, letter and rare book). They can also access the link to the Library of Congress American Memory Project found on the reference page for a storehouse of extremely interesting primary source materials.

• Students will complete a worksheet based on the historical map. Their answers will be assessed based on the criteria stated on the rubric found at http://rubistar.4teachers.org/view_rubric.php3?id=706588.  This rubric assesses the academic objectives by evaluating the Six Traits of Writing areas of organization and conventions while reminding students that all questions must be answered completely and correctly and gives them criteria for the amount of information required for each answer.  The rubric also assesses the technological literacy with which students navigate within and between suggested websites