Teaching Maps

Sample lesson plan incorporating UDL

Learning Outcome: Students will be able to explain and use basic elements of a map key to locate and describe various features. i.e. Cities, roads, geographical features, political boundaries, event markers, cardinal directions, and distance.

Activity 1: Map basics

Students will watch a brief video explaining the fundamental purpose and types of maps. After the video students will complete a "map of the map" worksheet, matching the elements of the map to the purpose and function they serve.

Activity 2: Making a map

Students will discuss why people need maps and using the text students will make a 3D map of the region as described by the text in small groups then compare it to an actual 3D topographical map of the region.

Activity 3: My world map

Students will use the computer to as precisely as possible make a map of the playground using distances measured by the class including all of the basic elements discussed in class and the video. 

Learning Resources:

How to Understand Map Features

http://www.ehow.co.uk/video_4957101_understand-map-features-navigate.html

Map Worksheets

http://edsitement.neh.gov/lesson-plan/mapping-past#sect-thelesson

 

Ancient Civilization Oral Presentation

Purpose:

This assessment plan is to focus on the following leaning outcome to ensure that students have fully grasped the political and technological environment of their times to provide background information on the major cultures that followed them.

Learning Outcome: Students will be able to compare 3 of the 4 ancient river valley civilizations in terms of their architecture, agriculture and military and explain which they believe to be the most successful.

Assessment Context: (1) Students will complete an in-depth research paper. (2) Students will give an oral presentation to the class.

Holistic Rubric:

Points Awarded	Oral Presentation Guidelines - Students must meet at least 5 of the bulleted qualifications to earn that level of score
5	- included 3-4 sources from outside of class - use of >5 visual aids that were relevant to topic - delivery was well practiced and student maintain eye contact - thesis is clear and easily identifiable - able to answer multiple on topic questions from the audience - presentation answered question assigned and supported the students thesis - all presentation content was relevant to the topic
4	- included 3-4 sources from outside of class - use of >3 visual aids that were relevant to topic - delivery was well practiced - thesis is clear and easily identifiable - able to answer multiple on topic questions from the audience - presentation answered question assigned and supported the students thesis - most presentation content was relevant to the topic
3	- included 1-2 sources from outside of class - use of >1 visual aids that were relevant to topic - delivery was unpracticed - thesis is unclear - able to answer limited on topic questions from the audience - presentation supported the students thesis - most presentation content was relevant to the topic
2	- included 1-2 sources from outside of class - use of 1 visual aid that was relevant to topic - delivery was unpracticed with frequent stops - thesis is unclear - able to answer limited on topic questions from the audience - parts of presentation supported the students thesis - some presentation content was relevant to the topic
1	- included no sources from outside of class - no use of  visual aids that were relevant to topic - delivery was unpracticed with frequent stops - no definable thesis - unable to answer on topic questions from the audience - some presentation content was relevant to the topic
0	-No work submitted      or  -Plagiarism

Testing Constraints: Students will have one month to conduct research, prepare rough drafts and complete the final project. Research may be done in groups of similar topics but each students must submit individual work.

Mummy Brainz!

Just heard about a great activity for students working on ancient Egypt, from the Denver Museum of Nature & Science. Using a model for a human skull stuff the brain with 2 to 3 inch pieces of tarn, give students paper clips or similarly pliable wire and have students attempt to remove the brain through the nose. I can't wait to try it!

Ancient Civilizations Learning Outcomes

Cognitive Level: Comprehension  

Learning Outcomes: Students will be able to in there own words define 6 of the 7 forms of government discussed in class.  

> City state

> Democracy

> Republic

> Monarchy

> Theocracy

> Feudalism

> Dictatorship

Test Item:

Fill in the blanks.

1. Ancient city-states only controlled the areas directly ___________ the city. 

2. In a theocracy the government is controlled by ______________ officials.

3. In a republic individuals vote for ______________ who will make decisions for them.

Essay Item:

Write a one half page essay comparing ancient Athens, Sparta and Memphis and answer the following questions. What type of government did each state use? What historical evidence to we have that proves this?

Cognitive Level: Analysis 

Learning Outcomes: Students will be able to differentiate between the facts and opinions of a secondary source and explain their position.  

> Selected National Geographic Article

Test Item:

Read the following statements and circle either (T) if you think the statement is True or (F) if you think the statement is False.

1.  T   F   When the authors of "The Stolen Marbles" stated that the refusal of the British Government to return the marbles to Greece is a "travesty" they were stating a fact. 

2.  T   F   When the authors of "Lost Mayan Gold" stated that the carbon dating of material found at the site "conclusively dated the site to between 1300 and 1400 CE" they were stating a fact. 

3.  T   F   The authors of "The Roads of Rome" stated their opinions when they called Rome the most "influential of all ancient empires." 

Essay Item:

Consider how the creator used both facts and opinions in the video "Profiting from Pillage." Explain the difference between the two  and provide no less than two examples of each from the video.  Length: 1 page.

Cognitive Level: Evaluation 

Learning Outcomes: Students will be able to compare 3 of the 4 ancient river valley civilizations in terms of their architecture, agriculture and military and explain which they believe to be the most successful.  

> Egypt

> Mesopotamia

> Yellow

> Indus

Test Item:

Choose the answer that best to the following questions.

1. Which two river valley civilizations architecture most benefited from their river access.?

a. Egypt and Mesopotamia river valley civilizations

b. Egypt and Yellow river valley civilizations

c. Indus and Yellow river valley civilizations

d. Indus and Mesopotamia river valley civilizations

2. Ancient Egypt is to agricultural practices as the ancient Indus river valley civilization is to

a. politics

b. navigation

c. military

d. architecture

3. Which of the ancient river valley civilizations was able to successfully store the greatest amount of water from their annual floods?

1. Egypt

2. Mesopotamia

3. Yellow

4. Indus

Essay Item:

Consider the military power of both ancient Egypt and Mesopotamia at their respective heights and predict what would have happened had two fought in Egyptian territory compared to Mesopotamian territory. Explain your prediction in between 1 to 2 pages.

Persephone's Flight [HD]

Cute video for students working on folklore and mythology.