Thursday & Friday Oct 29th and 30th Days 46 & 47

Timeline Project Intro

Objective(s):

Given a chromebook with access to Google Docs, students will be able to produce a historical Timeline of explorers, navigation tools, inventors, and maps as it relates to the history of cartography, and the expansion of european created maps, using either Google Slides OR the Hstry.co timeline maker

Rationale: Understanding the role each of the 4 contributing elements had to the history of cartography and exploration. This  will enable students to make the connections between a country or kingdoms desire for expansion, wealth, and fame and  the difficulties encountered by those exploring.

Evidence: Being able to chronologically place each of the main events/advancements/etc along a timeline will demonstrate the various influences each had on the development and advancement of cartography.

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 Today's schedule

On Thursday Per 3 will be given time in class to work on the Court Cartographers Project, On Friday Per2,4, & 6, will be introduced to the Timeline Project.
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Finishing Mapping and Explorers

Goal: To compile all the information we covered during the Mapping and Explorers Unit into one sequential timeline to understand how and when each discovery/invention led to a better understanding of the world around us. This project will lead us into the Next Unit which will cover the impact of those explorers on the Western Hemisphere through the Columbian Exchange.

Timelines

Here are some examples of how timelines are styled - ( here )

Step 1 - set-up your google acct folders (see timeline directions for this)

Directions for Timeline Project - ( here ) you will be given class time to work on this project during this week as well as into next week.

At the end of Step 1 (Day 1 in the process) -

• 4 things are required - Date, Name, Description and Image of each item in your category saved into your folder

Timeline Project Resources: (these can also be found on the resources page)

Early Mapmaking article- ( here )

Modern Mapmaking article- ( here )

Future Mapmaking article- ( here )

Navigation & Tools Article pdf - ( here )

Explorers History - ( here )

History of Maps presentation from class - ( here )
Navigation History - ( here )

You should also use the web to locate additional resources for the timeline
here's a site: Nautical Navigation
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Once you have got back together with table groups, you need to share the information with each other and collectively decide on the order of items.

Tuesday & Wednesday Oct 27th & 28th Days 44 & 45

Timeline Project Intro

Objective(s):

Given a chromebook with access to Google Docs, students will be able to produce a historical Timeline of explorers, navigation tools, inventors, and maps as it relates to the history of cartography, and the expansion of european created maps, using either Google Slides OR the Hstry.co timeline maker

Rationale: Understanding the role each of the 4 contributing elements had to the history of cartography and exploration. This  will enable students to make the connections between a country or kingdoms desire for expansion, wealth, and fame and  the difficulties encountered by those exploring.

Evidence: Being able to chronologically place each of the main events/advancements/etc along a timeline will demonstrate the various influences each had on the development and advancement of cartography.

_________________________________________________________________________________________________________________________

 Today's schedule

Introduction to the Timeline Project
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Finishing Mapping and Explorers

Goal: To compile all the information we covered during the Mapping and Explorers Unit into one sequential timeline to understand how and when each discovery/invention led to a better understanding of the world around us. This project will lead us into the Next Unit which will cover the impact of those explorers on the Western Hemisphere through the Columbian Exchange.

Timelines

Here are some examples of how timelines are styled - ( here )

Step 1 - set-up your google acct folders (see timeline directions for this)

Directions for Timeline Project - ( here ) you will be given class time to work on this project during this week as well as into next week.

At the end of Step 1 (Day 1 in the process) -

• 4 things are required - Date, Name, Description and Image of each item in your category saved into your folder

Timeline Project Resources: (these can also be found on the resources page)

Early Mapmaking article- ( here )

Modern Mapmaking article- ( here )

Future Mapmaking article- ( here )

Navigation & Tools Article pdf - ( here )

Explorers History - ( here )

History of Maps presentation from class - ( here )
Navigation History - ( here )

You should also use the web to locate additional resources for the timeline
here's a site: Nautical Navigation
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Once you have got back together with table groups, you need to share the information with each other and collectively decide on the order of items.

Monday Oct 26th Day 44

Test Review Projects

Objective(s):

Given a chromebook with access to Google Docs, students will be able to produce a historical Timeline of explorers, navigation tools, inventors, and maps as it relates to the history of cartography, using either Google Slides OR the Hstry.co timeline maker

Rationale: Understanding the role each of the 4 contributing elements to the history of cartography, will enabe students to make the connections between the desire of exploration and the difficulties encoluntered by those exploring

Evidence: Being able to chronologically place each of the main events/advancements/etc along a timeline will demonstrate the various influences each had on mapping the world.

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 Today's schedule

Correct and review the test, update the assignment sheet.
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Projects

Begin working on Court Cartographer project. - ( here )  you will be given class time to work on this project during this week as well as into next week

Begin working on Timeline Project - ( here ) you will be given class time to work on this project during this week as well as into next week

Thursday & Friday Oct 22nd & 23rd Days 42 & 43

Jeopardy and Test Day

Objective(s):

1. To review materials that will be on the test, students will be able to participate in a review game of jeopardy with their classmates answering practice questions in a competitive game-like setting.

Rationale: Practicing with testable material will prepare students for their test

Evidence: Being able to answer the various questions will demonstrate student knowledge.

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Today's schedule - Play Jeopardy and take the test. Once you are finished, you should start on the Court Cartographer Project

Projects

Begin working on Court Cartographer project. - ( here )  you will be given class time to work on this project during this week as well as into next week

Begin working on Timeline Project - ( here ) you will be given class time to work on this project during this week as well as into next week

Tuesday and Wednesday Oct 20th and 21st Days 40 & 41

Projects and Test Prep

Objective(s):

1. The advantages of coordinating multiple geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations to answer geographic questions

Therefore, the student is able to:

A. Explain the advantages of using multiple geographic representations to answer geographic questions, as exemplified by being able to

• Explain how multiple geographic representations and geospatial technologies (e.g., GIS, GPS, RS, and geographic visualization) could be used to solve geographic problems (e.g., help determine where to locate a new playground, or identify dangerous street intersections within a community).
• Describe how an analysis of urbanization can be done using differ­ent geospatial technologies (e.g., RS for land use, GIS data layers to predict areas of high/low growth, GPS and GIS for identifying trans­portation issues regarding growth).
• Explain how multiple geospatial technologies can be used to solve land-use problems (e.g., effects of new farming technologies on the sustainable production of food, preservation of wetlands in bird mi­gration flyways).

Rationale: Understanding how maps were created and used allows students to understand the history of exploration and its impact on imperialism.

Evidence: Being able to articulate who pioneered/paid for the trips of explorers will allow students to list and explain the historical significance of maps.

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Today's schedule - Finish the History of Mapmaking presentation. - ( here )

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Projects

Begin working on Court Cartographer project. - ( here )  you will be given class time to work on this project during this week as well as into next week

Begin working on Timeline Project - ( here ) you will be given class time to work on this project during this week as well as into next week

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Your Long/Lat/Mapmaking Test will be Thursday/Friday (we will play a review game prior to the test)

Your Modern Mapmaking article as well as the Future of Mapmaking article and questions should be finished and uploaded into the Google Classroom the night before your test.

Modern Map Making Article - ( here )

The Future of Map Making Article - - ( here )

Navigators and Tools Article - - ( here )

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Monday Oct 19th Day 39

Mapping and Explorers

Objective(s):

1. The advantages of coordinating multiple geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations to answer geographic questions

Therefore, the student is able to:

A. Explain the advantages of using multiple geographic representations to answer geographic questions, as exemplified by being able to

• Explain how multiple geographic representations and geospatial technologies (e.g., GIS, GPS, RS, and geographic visualization) could be used to solve geographic problems (e.g., help determine where to locate a new playground, or identify dangerous street intersections within a community).
• Describe how an analysis of urbanization can be done using differ­ent geospatial technologies (e.g., RS for land use, GIS data layers to predict areas of high/low growth, GPS and GIS for identifying trans­portation issues regarding growth).
• Explain how multiple geospatial technologies can be used to solve land-use problems (e.g., effects of new farming technologies on the sustainable production of food, preservation of wetlands in bird mi­gration flyways).

Rationale: Understanding how maps were created and used allows students to understand the history of exploration and its impact on imperialism.

Evidence: Being able to articulate who pioneered/paid for the trips of explorers will allow students to list and explain the historical significance of maps.

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Today's schedule - continue with the History of Mapmaking presentation. - ( here )

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Projects

Introduce the Court Cartographer project. - ( here )  you will be given class time to work on this project during this week as well as into next week

Introduce the Timeline Project - ( here ) you will be given class time to work on this project during this week as well as into next week

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Your Long/Lat/Mapmaking Test will be Thursday/Friday (we will play a review game prior to the test)

Your modern mapmaking article as well as the future of Mapmaking article and questions should be finished and uploaded into the Google Classroom the night before your test.

Modern Map Making Article - ( here )

The Future of Map Making Article - - ( here )

Navigators and Tools Article - - ( here )

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Friday Oct 16th Day 38

Mapping and Explorers

Objective(s):

1. The advantages of coordinating multiple geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations to answer geographic questions

Therefore, the student is able to:

A. Explain the advantages of using multiple geographic representations to answer geographic questions, as exemplified by being able to

• Explain how multiple geographic representations and geospatial technologies (e.g., GIS, GPS, RS, and geographic visualization) could be used to solve geographic problems (e.g., help determine where to locate a new playground, or identify dangerous street intersections within a community).
• Describe how an analysis of urbanization can be done using differ­ent geospatial technologies (e.g., RS for land use, GIS data layers to predict areas of high/low growth, GPS and GIS for identifying trans­portation issues regarding growth).
• Explain how multiple geospatial technologies can be used to solve land-use problems (e.g., effects of new farming technologies on the sustainable production of food, preservation of wetlands in bird mi­gration flyways).

Rationale: Understanding how maps were created and used allows students to understand the history of exploration and its impact on imperialism.

Evidence: Being able to articulate who pioneered/paid for the trips of explorers will allow students to list and explain the historical significance of maps.

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Modern Map Making Article - ( here )

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EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )

When you finish with your Explorer Project submit it into Google Classroom Folder.
Then Start
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Wednesday & Thursday Oct 14th & 15th Days 36 & 37

Mapping and Explorers

Objective(s):

1. The advantages of coordinating multiple geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations to answer geographic questions

Therefore, the student is able to:

A. Explain the advantages of using multiple geographic representations to answer geographic questions, as exemplified by being able to

• Explain how multiple geographic representations and geospatial technologies (e.g., GIS, GPS, RS, and geographic visualization) could be used to solve geographic problems (e.g., help determine where to locate a new playground, or identify dangerous street intersections within a community).
• Describe how an analysis of urbanization can be done using differ­ent geospatial technologies (e.g., RS for land use, GIS data layers to predict areas of high/low growth, GPS and GIS for identifying trans­portation issues regarding growth).
• Explain how multiple geospatial technologies can be used to solve land-use problems (e.g., effects of new farming technologies on the sustainable production of food, preservation of wetlands in bird mi­gration flyways).

Rationale: Understanding how maps were created and used allows students to understand the history of exploration and its impact on imperialism.

Evidence: Being able to articulate who pioneered/paid for the trips of explorers will allow students to list and explain the historical significance of maps.

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History of Map Making presentation

Presentation  - ( here )

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EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )

When you finish with your Explorer Project submit it into Google Classroom Folder.
Then Start
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Modern Map Making Article - ( here )
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Monday & Tuesday Oct 12th and 13th Days 34 & 35

Mapping and Explorers

Objective(s):

1. The advantages of coordinating multiple geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations to answer geographic questions

Therefore, the student is able to:

A. Explain the advantages of using multiple geographic representations to answer geographic questions, as exemplified by being able to

• Explain how multiple geographic representations and geospatial technologies (e.g., GIS, GPS, RS, and geographic visualization) could be used to solve geographic problems (e.g., help determine where to locate a new playground, or identify dangerous street intersections within a community).
• Describe how an analysis of urbanization can be done using differ­ent geospatial technologies (e.g., RS for land use, GIS data layers to predict areas of high/low growth, GPS and GIS for identifying trans­portation issues regarding growth).
• Explain how multiple geospatial technologies can be used to solve land-use problems (e.g., effects of new farming technologies on the sustainable production of food, preservation of wetlands in bird mi­gration flyways).

Rationale: Understanding how maps were created and used allows students to understand the history of exploration and its impact on imperialism.

Evidence: Being able to articulate who pioneered/paid for the trips of explorers will allow students to list and explain the historical significance of maps.

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History of Map Making presentation

Presentation  - ( here )

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EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )

Thursday & Friday Oct 8th & 9th Days 32 & 33

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Latitude and Longitude Section

Objective(s): Presented with a presentation covering the basic elements of Latitude and Longitude, students will be bale to identify various locations around the world based on their latitude and longitude coordinates.
-The student, when requested, will identify at least 10 places on the world map using the given latitude and longitude points to the nearest whole degree with 90% accuracy.

- The student, when requested, will identify the latitude and longitude points of at least 10 places on the world map to the nearest whole degree with 90% accuracy.

Rationale: Understanding how places are positioned and identified on a world map, allows students to better grasp the various characteristics on locations, such as climate, vegetation, animal life etc.

Evidence: Being able to use and understand Latitude and Longitude on a world map, allows students to locate just about anything.

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Finish the Lattude and Longitude presentation - ( here )

Timed Quiz/Contest -Latitude/Longitude - ( here )

Use the Activity #4 Map as the answer sheet for all of the activities. Label each activity separately and answer the questions. Act #4 asks you to draw on the map, that is why I copied the map and placed it on a google sheet.

Act #4 Directions - ( here )      Activity #4 Map - ( here ) (use this as your answer sheet for all activities)
Measuring Longitude Activity - ( here )
Lat Map Location Calif Activity - ( here )
Lat Map USA Activity - ( here )
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Time Zone Project

 Directions -  ( here )  

Make sure you use a blank piece of printer paper for this assignment
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When the class finishes the Time Zone Project, we will start the History of Mapping Section

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History of Map Making presentation

Presentation  - ( here )

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EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Famous Explorers - ( here )
Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )

Tuesday and Wednesday Oct 6th & 7th Days 30 & 31

Latitude and Longitude Section

Objective(s): Presented with a presentation covering the basic elements of Latitude and Longitude, students will be bale to identify various locations around the world based on their latitude and longitude coordinates.
-The student, when requested, will identify at least 10 places on the world map using the given latitude and longitude points to the nearest whole degree with 90% accuracy.

- The student, when requested, will identify the latitude and longitude points of at least 10 places on the world map to the nearest whole degree with 90% accuracy.

Rationale: Understanding how places are positioned and identified on a world map, allows students to better grasp the various characteristics on locations, such as climate, vegetation, animal life etc.

Evidence: Being able to use and understand Latitude and Longitude on a world map, allows students to locate just about anything.

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Latitude and Longitude presentation -( here )
Latitude and Longitude Review video -( here )

TimeZone vid( here )

Timed Quiz/Contest -Latitude/Longitude - ( here )

Use the Activity #4 Map as the answer sheet for all of the activities. Label each activity separately and answer the questions. Act #4 asks you to draw on the map, that is why I copied the map and placed it on a google sheet.

Act #4 Directions - ( here )      Activity #4 Map - ( here ) (use this as your answer sheet for all activities)
Measuring Longitude Activity - ( here )
Lat Map Location Calif Activity - ( here )
Lat Map USA Activity - ( here )
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Monday Oct 5th Day 29

First thing is to get your assignment sheet updated.

Today we are starting the Unit on Latitude and Longitude as well as European Exploration

Introduction to the Unit

We are beginning our Unit on Latitude/Longitude  and the History of Cartography (map making). In this unit students will learn about the challenges early map makers had in representing an accurate picture of their surroundings. Many early map makers had limited to no technology at their disposal and had to develop a way to represent various land features, coast lines, mountains, etc. This led to many early maps being incredibly limited and inaccurate. These inaccuracies led many expeditions to unknown parts of the world and resulted in some very destructive behaviors as well as new found places and people. This unit will cover various explorers, and the lands they mapped-out for future exploration.

Objectives- 
*Given a blank piece of paper, the student will experience the challenges of a cartographer in producing and accurate map based solely on verbal instructions.
*Given a fictitious land mass to view, students will use only cardinal direction in describing the details to a amateur cartographer in producing a map.
*Given a description of a fictitious island, students will use recently acquired mapping skills to produce an accurate replication of the described land.
* Given a blank piece of paper students will be able to draw a relatively accurate map of a familiar place they know very well.

Rationale:-  Understanding the challenges with making accurate maps will teach the studens the reasons why early explorers wre usually dumbfounded when venturng off into unchartered waters

Evendence:- Students will be able to use an atlas and latitude/longitude coordinates to locate various places wihin the world as part of a scavenger hunt

Does this look very accurate?

Today you will get a chance to experience what being an ancient cartogropher was like...



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