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LESSON 4: Navigation and Indigenous Mapping

SUPPORTING QUESTION

How can maps reflect different ways people understand the world?

FOCUS SKILL(S)

Contextualization

Evaluating Evidence

MATERIALS

TEACHER

Do Firsts + Exemplars

Navigation and Indigenous Mapping Student Worksheet + Exemplars

STUDENT

Do First Options

Printed Student Handouts

Access to Inquiry Journal (Already handed out in Lesson 1)

DO FIRST

Option 1- Frayer: “Cartographer”

Option 2- A-Z Guide

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand

ACTIVITY 1- LAUNCH

Students will read a “What is the Context?” essay to build understanding about different types of maps, Pacific Islander navigation systems, and how maps can reflect perspective and power. They will answer comprehension questions either as they read or upon completion of the reading..

TEACHER ACTIONS

1. Hand out student worksheet
2. Instruct students to read the passage and answer the guiding questions
3. Monitor student progress and provide support
4. Facilitate a class debrief of the guiding questions, reviewing the correct answers

STUDENT ACTIONS

1. Read the context essay
2. Answer the guiding comprehension questions
3. Participate in the class discussion to review and revise responses if needed

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LESSON 4: Navigation and Indigenous Mapping - Continued

ACTIVITY 2 - PRACTICE

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Students will investigate two sources using the 3, 2, 1 analysis. For Source A, model the process for the class. Collectively, read the source on page 2 and answer the corresponding rows on page 4. Then, release students to work individually or in pairs on Source B.

TEACHER ACTIONS

1. Direct students to pages 2-4
2. Read Source A on page 2
3. Model the 3, 2, 1 analysis on page 4
4. Consider individual or partner approach
5. Direct students to complete pages 3-4
6. Monitor progress and provide support
7. Conduct a class debrief

STUDENT ACTIONS

1. Analyze the sources on pages 2-4
2. Complete 3, 2, 1 Source Analysis
3. Participate in whole-class debrief

ACTIVITY 3 - EXHIBIT

Students will plan out the their CER paragraph for the Inquiry Journal using the CER Planning Template in their student worksheet.

TEACHER ACTIONS

• Direct students to page 5 of their student worksheet
• Display the Unit 2 Topic 1 Compelling Question
• Instruct students to complete their outline

STUDENT ACTIONS

1. Draft an outline for Topic 1 CER paragraph using the CER Planning Template on page 5 of the student worksheet

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LESSON 4: Navigation and Indigenous Mapping - Continued

CONCLUSION

Students will reflect on their learning from the prior topic using the Unit 2 Inquiry Journal. Students will use page 2 to write a CER paragraph for the Compelling Question for Topic 1.

TEACHER ACTIONS

• Provide students’ instructions for the Compelling Question for Topic 1
• Monitor student progress and provide feedback as needed

STUDENT ACTIONS

• Write a CER paragraph for Topic 1 Compelling Question

STANDARDS

6.1 Analyze the impact of the perspective of common map projections on understanding world geography, and explain how maps can convey a point of view.

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6.55 Analyze different geographic representations of Oceania created by different groups of people over time to support claims about the history and geography of Oceania.