Mapping and Explorers- Day 4
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 - you will have access to a pdf copy of this presentation when it has been presented
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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 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)
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 )
Mr Donn's Site: (Link)
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Court Cartogropher Project
Each student will play the part of a court cartographer and create a map based on an explorers description.
Each student will play the part of a court cartographer and create a map based on an explorers description.
Due Wednesday/Thursday Night
