Annotated Resource Set (ARS)
Title / Content Area:
Cartography of the Americas (1500–1650)
Developed by:
Natalie Arsenault, Director of Public Engagement,Teresa Lozano Long Institute of
Latin American Studies, University of Texas at Austin
Grade Level:
6–12
Essential Question:
How did European knowledge of the geography of the Americas expand over the first
two centuries after their arrival in the region?
Contextual Paragraph:
After the first Europeans arrived in the Americas, explorers set out on voyages to learn
more about the region while mapmakers depicted what they found. Early maps reveal
limited knowledge of the region, which expanded over the course of the following
centuries. Comparing early maps to contemporary maps of the Americas will reveal
the process of discovery in which Europeans were engaged, as well as the geographic
features that they observed during their travels. Early maps reveal which countries
dominated mapmaking, as well as which countries were interested in various parts of
the Americas.
Teaching with Primary Sources - Annotated Resource Set
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Resource Set
The First Map of the
Strait of Magellan, 1520
A Modern and Quite
Precise Depiction of
America (or the Fourth
Part of the World)
Brazil
St. Augustine Map, 1589
New Map of the
Wonderful, Large and
Rich Land of Guiana
New and Precise
Depiction of the
Southern Part of
America
From first-hand account
of Magellan’s 1519–22
circumnavigation of the
globe, Italian map.
Depicts the strait
discovered by Magellan.
1562. Map by Spanish
cartographer to justify
Spain’s claim on new
world territories.
1565. Early map by
Italian cartographer to
illustrate compilation of
travel writings.
Earliest engraving, by
Italian cartographer, of
any city or territory now
part of the United
States.
1598. Dutch map with
annotations about
indigenous peoples, and
fantastic illustrations of
animals.
1602. Folding map of
South America and the
West Indes based on
German voyages.
http://www.wdl.org/en
/item/3972/
http://www.wdl.org/en
/item/32/
http://www.wdl.org/en
/item/807/
http://www.wdl.org/en
/item/3936/
http://www.wdl.org/en
/item/165/
http://www.wdl.org/en
/item/171/
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Paraguay, or the
Province of the Rio de la
Plata
New Route to the South
of the Strait of Magellan
Venezuela Together
with the Southern Part
of New Andalusia
Map of California
Shown as an Island
The Most Recent and
Most Accurate
Description of All of
America
Brazil, which Coast is a
Portuguese Possession
Created in 1616 as part
of a new atlas by Dutch
mapmakers.
1619. Depiction of Le
Maire Strait, based on
Dutch voyage.
1630. Flemish map
showing separate
provinces of the Spanish
empire.
Created around 1650 by
a Dutch mapmaker.
Explorers were not sure
that California was
connected to the
mainland until approx.
1700.
1650. Dutch map
depicting uncharted
regions of the Arctic
bordered by an
ornamental design that
underscores its
unknown character.
1656. French map of the
coast of Brazil.
http://www.wdl.org/en
/item/1101/
http://www.wdl.org/en
/item/3970
http://www.wdl.org/en
/item/220/
http://www.wdl.org/en
/item/2661/
http://www.wdl.org/en
/item/172/
http://www.wdl.org/en
/item/1200/
Foundations Annotations
Curriculum Connections
Social Studies (Grade 6, World Geography, World History)
Curriculum Standards
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Texas Essential Knowledge and Skills for Social Studies
§113.22. Social Studies, Grade 6
(3) Geography. The student uses maps, globes, graphs, charts, models, and databases to answer geographic questions. The student is expected to: (C) compare
selected world regions and countries using data from maps, graphs, charts, databases, and models.
§113.33. World History Studies
(1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify changes that resulted
from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of
exploration and colonization; the scientific and industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the
20th century.
(11) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (B) pose and answer questions
about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.
(12) Geography. The student understands the impact of geographic factors on major historic events. The student is expected to: (C) interpret historical and
contemporary maps to identify and explain geographic factors such as control of the Straits of Hormuz that have influenced people and events in the past.
§113.34. World Geography Studies
(2) History. The student understands how people, places, and environments have changed over time and the effects of these changes on history. The student is
expected to: (A) describe the human and physical characteristics of the same place at different periods of history; and (B) assess how people's changing
perceptions of geographic features have led to changes in human societies.
(9) Geography. The student understands the concept of region as an area of Earth's surface with unifying geographic characteristics. The student is expected
to: (B) identify the differences among formal, functional, and perceptual regions.
Content & Thinking Objectives
Content
Objective 1: Students will be able to describe the differences between early and contemporary maps of the Americas.
Objective 2: Students will identify the European powers with an interest in the geography of the Americas.
Thinking
Objective 1: Students will analyze selected maps of the Americas.
Objective 2: Students will interpret early maps and analyze change over time.
Objective 3: Students will hypothesize the reasons why different countries were interested in mapping the Americas.
Inquiry Activities & Strategies
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Provide a copy of one map, with its background information, to groups of 2–3 students to have them compare it to contemporary maps of the same region.
They should create a list of the similarities and differences: what did early cartographers know about the Americas? What was still unknown?
You may want to use the student worksheet (linked below in Secondary Resources) to have students analyze their maps.
Hold a group discussion as you review each map with the class as a whole. Then focus on maps of the same area (e.g., California, Strait of Magellan, Brazil) to
determine change over time.
Discuss: What countries produced these maps? Any surprises (e.g., which were colonial powers and which were not)? If you teach World History, ask your
students to address why various countries were interested in the region.
As homework, you could ask students to research 16th century cartography: Who were the important mapmakers? What kinds of features were important for
them to illustrate? How did cartography change during the course of the 150 years in which these maps were made? (Much of this information can be found on
the links to the maps on the Library of Congress website.)
Assessment Strategies
Brief essay summarizing developing geographic knowledge of the Americas in the age of exploration; citing examples from maps studied in this exercise.
Other Resources
Web Resources
Exploring the Early Americas: online exhibition: http://myloc.gov/exhibitions/earlyamericas/Pages/default.aspx
Voyage of Exploration: Discovering New Horizons: http://library.thinkquest.org/C001692/
The Age of Exploration, Teaching American History in South Carolina: http://www.teachingushistory.org/lessons/age_of_exploration.html
Secondary Sources
Analyzing Primary Sources: Maps; interactive module for teachers: http://www.loc.gov/teachers/professionaldevelopment/selfdirected/maps.html
Analyzing Maps, student worksheet: http://www.loc.gov/teachers/usingprimarysources/guides.html
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