Historical Map Comparison
Beth Vest
Middleland Middle School
Summer 2007
A new map of North America : from latest discoveries,
1788 / engraved for Carver's Travels.
Library of Congress, Geography and Map Division.
Students will research of Historical Maps through the use of primary resources from the
Library of Congress. They will learn how to find and analyze two maps in order to come
to a deeper understanding of cartography history and development. Students will then
compare and contrast these maps through writing an expository essay. By participating
in this project, students will gain an appreciation of the scope of the Library of Congress
and the valuable and exciting information that can be gleaned from primary sources. Plus,
students will gain experience through researching and prewriting for a writing
application.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 use primary sources to enhance research
 learn how to find and analyze maps to understand
map skills
 gain an appreciation for the Library of Congress and
the primary sources located there
 write expository essay to demonstrate comparisons
and contrasts
5-7 class periods
4th-6th grades
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Map Analysis Worksheet (handout)
Compare / Contrast Worksheet (handout)
Writing Prompt Worksheet (handout)
ISAT Writing Rubric – Expository
Conduct and Behavior Rubric – (weekly handout)
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Illinois State Learning Standards
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Language Arts:
GOAL 3: Write to communicate for a variety of
purposes.
 3.A. Use correct grammar, spelling, punctuation,
capitalization and structure.
 3.B.2a Generate and organize ideas using a
variety of planning strategies (e.g., mapping,
outlining, drafting).
 3.B.2b Establish central idea, organization,
elaboration and unity in relation to purpose and
audience.
 3.C.2b Produce and format compositions for
specified audiences using available technology.
Social Studies
GOAL 16: Understand events, trends, individuals
and movements shaping the history of Illinois, the
United States and other nations.
 16.A. Apply the skills of historical analysis and
interpretation.
 16.A.2c Ask questions and seek answers by
collecting and analyzing data from historic
documents, images and other literary and nonliterary sources.
 17.A Locate, describe and explain places, regions
and features on the Earth.
 17.A.2b Use maps and other geographic
representations and instruments to gather
information about people, places and
environments.
Procedures
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Day One:
 On the Smart Board, Introduce the Library of
Congress Website http://www.loc.gov/
 Using Map 30 of 111 http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq(@field(NUMBE
R+@band(g3300+ct001320))+@field(COLLID+dsx
pmap))
as an example, we will zoom in to analyze and
discuss. The first stop on our comparison project
will be the following maps:
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http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq(@field(NUMBE
R+@band(g3300+ct000705))+@field(COLLID+dsx
pmap))
And http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq(@field(NUMBE
R+@band(g3300+ct001320))+@field(COLLID+dsx
pmap))
On the Smart Board the class will work through a
Map Evaluation Worksheet (handout) with the class
leaving a copy of the Worksheet available for later
observations and references.
Teacher demonstrates how to cite the maps to place
in a bibliography. Refer to the web site
http://library.duke.edu/research/citing/within/mla.ht
ml for directions of in-paragraph citing.
Students will spend time in the computer lab
navigating through the American Memory section of
the Library of Congress website, browsing through
the collections containing Maps and Cartographic
Items ~ 1500-Present.
In the computer lab students will independently find
and choose two maps to compare and contrast.
Students need to print their maps for visual
reference.
They will also need to cite the maps. Students will
independently complete a Map Evaluation
Worksheet (handout) for each map.
Day Two:
 On the Smart Board revisit the web-sites
http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq(@field(NUMBE
R+@band(g3300+ct000705))+@field(COLLID+dsx
pmap))
And http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq(@field(NUMBE
R+@band(g3300+ct001320))+@field(COLLID+dsx
pmap))
to re-examine the two maps and their Map
Evaluation Worksheets.
 On the Smart Board the class will go through the
Compare / Contrast Graphic Organizer (handout)
using the Map Evaluation Worksheets from the
previous lesson.
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
Students will work independently to complete the
Compare / Contrast Worksheet (handout) to make
their comparisons of their two maps.
Day Three:
 On the Smart Board the class will complete the
Writing Prompt Worksheet (handout) using the
Compare / Contrast Worksheet (handout) from the
day before.
 In the Computer Lab students will work
independently to complete the Writing Prompt
Worksheet (handout)
Day Four:
 In the Computer Lab, students will work
independently to write a Rough Draft using their
Writing Prompt Worksheets (handout) from the day
before.
Day Five and Six (as needed):
 In the Computer Lab, students will independently
use Dictionaries and Thesauruses to edit and
proofread their Rough Draft.
Day Seven:
 In the Computer Lab, students will work
independently to finalize and print their essays.
Evaluation
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 Weekly Conduct and Behavior Rubric
Use the ISAT Writing Rubric to assess the final
written essay.
Extension
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

Visit the website on the Smart Board to Mapping
Initial Encounters which discusses how Columbus’s
arrival to the Americas affects Europeans, Native
Americans, and Africans that continued for nearly
300 years.
This video examines how these contacts began the
phenomenon now known as the Columbian
Exchange, profoundly altering the way of life of
peoples around the globe. The video is about 28
minutes long.
http://www.learner.org/resources/series208.html
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Primary Resources from the Library of Congress
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Image
Description
American Memory
Places in the News
Map Collections
Discovery and
Exploration
Cartographic Items:
Americae sive
qvartae orbis partis
nova et exactissima
descriptio / avtore
Diego Gvtiero
Philippi Regis Hisp.
etc. Cosmographo ;
Hiero. Cock excvde
1562 ; Hieronymus
Cock excude cum
gratia et priuilegio
1562.
A new map of
North America :
from latest
discoveries, 1788 /
engraved for
Carver's Travels.
Carver, Jonathan,
1710-1780. Travels
through the interior
parts of North
America.
The 1562 Map of
America by Diego
Gutiérrez
Citation
Library of
Congress,
Geography and Map
Division.
Permanent URL
http://memory.loc.gov/cgibin/query/S?ammem/gmd:@filreq
(@field(COLLID+dsxpmap)+@fi
eld(COLLID+ct))
Library of
Congress,
Geography and Map
Division.
http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq
(@field(NUMBER+@band(g329
0+ct000342))+@field(COLLID+d
sxpmap))
Library of
Congress,
Geography and Map
Division.
http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq
(@field(NUMBER+@band(g330
0+ct001320))+@field(COLLID+d
sxpmap))
Library of
Congress,
Geography and Map
Division.
http://memory.loc.gov/ammem/g
mdhtml/gutierrz.html
Shows the coast
from the vicinity of
the Cape Fear River
in North Carolina of
the United States,
location of Indian
settlements, and
Library of
Congress,
Geography and Map
Division.
http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq
(@field(NUMBER+@band(g386
0+ct001033))+@field(COLLID+d
sxpmap))
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lakes and rivers in
the region to the
Pánuco River in
Mexico; the interior
is as far north as the
latitude of the
Tennessee River.
Santa Cruz, Alonso
de, 1505-1567.
Descripsion des
costs, pts., rades,
illes de la Nouuele
France faict selon
son vray méridien :
avec la déclinaison
de la ment de
plussieurs endrois
selon que le sieur de
Castes le franc le
démontre en son
liure de la
mécométrie de
l'emnt. / faict et
observé par le sr. de
Champlain 1607.
Shows coast of
North America from
western Nova
Scotia to Cape Cod.
Amérique
septentrionale / par
N. Sanson
d'Abbeville, géog.
du Roy ; avec
priuilège [i.e.
privilège] du Roy
pour vingt ans ; A.
Peyrounin
sculp[teur].
Library of
Congress,
Geography and Map
Division.
http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq
(@field(NUMBER+@band(g332
1p+ct001431))+@field(COLLID+
dsxpmap))
Library of
Congress,
Geography and Map
Division.
Paris : Chez
l'Auteur et chez
Pierre Mariette,
1650.
http://memory.loc.gov/cgibin/query/r?ammem/gmd:@filreq
(@field(NUMBER+@band(g330
0+ct000705))+@field(COLLID+d
sxpmap))
Sanson, Nicolas,
1600-1667.
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Illinois State
Aptitude Test
Duke University
Libraries
Annenberg Media
Learner.org
Writing Rubric
Fifth Grade
Persuasive and
Expository Essay
Rubric
MLA in-text
parenthetical
citations
1. View Programs
2. America's
History in the
Making
ISAT StudentFriendly Rubric •
Late Elementary—
Narrative
http://www.d124.org/gifted456/Pr
oduct_matrix/Fifth_grade_persu_
expo_essay_rubric.htm
MLA in-text
parenthetical
citations
Teacher Resources
by Annenberg
Media
http://library.duke.edu/research/cit
ing/within/mla.html
http://www.learner.org/resources/
series208.html
3. View Programs
4. Mapping Initial
Encounters
5. View Video
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Rubric
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Fifth Grade Persuasive and Expository Essay Rubric
6
5
4
Focus
Elaboration
Organization
Integration
• I have a great introduction
that explains my topic.
• I kept my focus.
• The paper is logical.
• I have a great closing,
although it may be a
restatement of points from the
introduction.
• All my ideas have
specific supporting details.
• I developed my paper
with many examples,
reasons, or explanations.
• I used interesting and
clear words to support my
topic.
• I ordered my ideas logically.
• I used paragraphs appropriately.
• My paper is connected between the
paragraphs and flows within the
paragraphs.
• I used a variety of sentences.
• I used a variety of appropriate
transitions
• I have a fully developed paper for my
grade level.
• I have a clear and developed focus.
• I have balanced, specific details.
• My sentences and paragraphs fit
smoothly together
• I introduced my topic
• Most of my ideas have
specific supporting details.
• I develop my paper with
some examples, reasons,
or explanations.
• I used interesting and
clear words that support
my topic.
• I put my ideas in logical order.
• Most of my paragraphs are correct.
• Most of my paper is connected
between the paragraphs and flows
within the paragraphs.
• Some of my sentences are varied.
• I used appropriate transitions.
• My paper is developed for my grade
level.
• I have developed all writing features,
but some parts of my paper are better
developed than others.
• Some of my ideas have
specific supporting details.
• I developed my paper
with some general
examples, reasons, or
explanations.
• I put my ideas in logical order.
• Many of my paragraphs are correct.
• Some of my paper is connected
between the paragraphs and flows
within the paragraphs.
• Some ideas do not fit my paper.
• My paper is developed for my grade
level.
• My paper is simple, clear, and presents
the essentials.
.• I keep my focus.
• The paper is logical.
• I have a closing.
• I may begin my writing
without a clear introduction.
• If I introduced the paper with
a preview, I wrote only about
my previewed points.
• I gave some support to
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• I used some simple transitions.
maintain the subject.
• Some of my paper is focused
and logical.
• I may have a closing.
3
• I may begin my paper with
no introduction.
• My subject or position may
depend on my readers’
knowing the prompt.
• I may not have stayed on
topic with my subject or
position.
• I may have more than one
position without tying them
together.
• I may not have written
enough.
• Few of my ideas have
specific supporting details.
• My details may look like
a list.
• I may not have written
enough to support my
topic.
• I tried to explain my topic, but it was
unclear.
• Few of my ideas were in paragraphs,
and they may not have been in order.
• Many ideas do not fit my paper.
• I may not have written enough.
• I have inappropriate transitions.
• My paper is partially developed for my
grade level.
• I have included all writing features, but
at least one of these features is not
complete.
• I may not have written enough.
2
• My subject is unclear.
• I wrote about different
subjects, or I changed my
focus.
• I may not have written
enough.
• I may not have written a
persuasive or expository paper.
• I may have used unclear
or unrelated supporting
details.
• My details may be a list
of ideas that do not go
together.
• I have not written enough
to show support.
• I tried to explain my subject, but it
did not make sense.
• My paper has few correct
paragraphs.
• My paper has few transitions that
make sense.
• I may not have written enough.
• My paper is not developed for my grade
level.
• I tried to use the features of writing in
my paper but my readers may be
confused.
• My paper is not persuasive or
expository.
• I may not have written enough.
1
• My writing is confusing.
• I did not write about the
topic.
• I did not write enough to • My writing is confusing.
support my topic.
• I did not write enough.
• My writing is confusing.
• I did not write enough.
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• I have not written enough.
C
Conventions
2
• I have mastered sentence construction.
• My paper may have a few invented spellings of uncommon words.
• Subjects and their verbs agree correctly.
• My paper has demonstrated mastery of basic punctuation and capitalization.
1
• The number of errors in my paper interferes
with my readers’ understanding.
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Handouts
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Weekly Report Card for Participation and Behavior
Weekly Conduct Grade
Name ___________________ Date ___________________
Followed Routines and Procedures +2
Followed Verbal Directions +2
Followed Written Directions +2
Participates
(raises hand to comment or ask questions) +2
No Disruptive Behavior +2
Lack of Participation and/or Effort (not disruptive) -1
Did Not Follow Routines and Procedures -2
Did Not Follow Verbal Directions -2
Did Not Follow Written Directions -2
Disruptive Behavior -2
__________
__________
__________
Total (possible score of 10)
_________
__________
__________
__________
__________
__________
__________
__________
10 (or more) demerits have been assigned for the above infractions.
YES
NO
Parent Signature ____________________________ Date _________
Student Signature ___________________________ Date _________
Teacher Signature ___________________________ Date _________
Please return to teacher as soon as possible to ensure that we can
elicit the best learning environment possible for your child. Since our
school has each student’s grades on-line through a secure web-site, I
would send this report card home with each student the first week to
be signed by the parent and student. Then I would just enter a weekly
conduct grade on-line. If a parent wanted to have a paper copy of this,
then I would send it home with the student. If I needed to mail this
document home, I would ask the office to prepare this for me.
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Handouts
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Map Analysis Worksheet
1. TYPE OF MAP (Circle one):
Bird's-eye map
Raised Relief map
Topographic map
Artifact map
Political map
Satellite photograph/mosaic
Contour-line map
Pictograph
Natural resource map
Weather map
Military map
Other
2. UNIQUE PHYSICAL QUALITIES OF THE MAP (Circle one or more):
Compass
Name of mapmaker
Handwritten
Title
Legend (key)
Date
Scale
Notations
Other
3. DATE OF MAP:
CREATOR OF THE MAP:
4. WHERE WAS THE MAP PRODUCED?
5. MAP INFORMATION
6. List three things in this map that you think are important.
A.
1.
2.
3.
Why do you think this map was drawn?
B. What evidence in the map suggests why it was drawn?
1.
2.
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C. What information does this map add to the textbook's account of this event?
1.
2,
D.. Does the information in this map support or contradict information that you have read
about this event? Explain.
1.
2.
E. Write a question to the mapmaker that is left unanswered by this map
1.
2.
F.
.
Designed and developed by the Education Staff, National Archives and
Records Administration, Washington, DC 20408
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Writing Prompt Template
Insert Name
Language Arts (Mrs. Vest) & date
North American Maps Change Over Time
Paragraph #1 (Introduction)
North American maps have developed over time.
Date of maps – authors of maps – legends – knowledge of area being mapped - similarities - differences
Paragraph #2 (Similarities)
Paragraph #3 (Differences)
Paragraph #4 (Conclusions)
Title of Map _______________________
Legend
Date
Other
Title of Map ______________________
Legend
Date
Other