Linking Early U.S. History to World Geography Module 1, Activity 1 ...

Module 1, Activity 1
Linking Early U.S. History to World Geography
Linking History and Geography: Story Maps
Overview
The connections between history and geography are close. Yet, the perspectives and ways that
geographers and historians view events in the past are very different. Geographers are always
interested in the whereness of things and the context in which events unfold—both the human and
physical characteristics and ways the context influenced and shaped events. One of the best ways to
make students aware of geographic characteristics and context is through maps. In this activity,
students learn ways to explore the essential link between geography and history by first placing
events in their geographic location and then using this information to produce story maps. A story
map is a map richly annotated with geographical and historical detail that explains events or
processes. Details are provided here to create story maps narrating the spatial history of the
American Revolution and the Civil War. Students place the locations of a list of significant events on
a map and caption the map with what, where, why there and so what information. Creating story
maps is a generic cognitive strategy useful in learning other World Geography content as well.
This activity intersects with Module 3.
Texas Essential Knowledge and Skills: World Geography Studies
(WG.1) History. The student understands how geographic contexts (the geography of places in the
past…influenced events in the past and helped to shape the present.
(WG.2) History. The student understands how people, places, and environments have changed over
time and the effects of these changes on history.
(WG.22) Social Studies Skills. The student is expected to design and draw appropriate maps and
other graphics such as sketch maps, diagrams, tables, and graphs to present geographic information
including geographic features, geographic distributions, and geographic relationships.
Texas Assessment of Knowledge and Skills Objective
(8.1) History. The student understands traditional historical points of reference in U.S. history
through 1877. The student is expected to:
(C ) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861-
1865.
Time Required
One or two class periods or one block time period
Materials
(Module 3) Events Leading to the American Revolution, cut into cards, one set per group of
students
Events of 1775-1776 (cards75-76.pdf), cut into cards, one set per group of students
Events of 1785-1788 (cards85-87.pdf), cut into cards, one set per group of students
1

Linking Early U.S. History to World Geography
Events of the 1861-1865 (cards61-65.pdf), cut into strips, one set per group of students
Student Work Log, one per student
Blank outline maps of the Thirteen Colonies, one for each student
Blank outline maps of the United States, one for each student
Sample story maps on overhead transparencies (optional)
Master Lists: Events of 1775-1776 (master75-76.pdf), Events of 1785-1788 (master85-88.pdf),
and Events of 1861-1865 (master61-65.pdf) for teacher reference
Content Preview
Depending upon the time period you wish to work with, introduce the activity to students in the
context of learning about historical events from a geographic perspective. Students should
understand these three statements:
• It is impossible to understand the present without understanding geography.
• It is impossible to understand the present without understanding the past.
• It is impossible to understand the past without understanding geography.
In other words, the rationale for history (studying the past to understand the present) requires
knowing geography: today’s geography and the geography of places in the past. This activity focuses
on location but other activities in this series include details related to human and environmental
characteristics of locations, human-environmental relations and spatial organization, all of which play
a role in understanding the geography of the past.
A story map is a special kind of map; a blend between a map and a story. Key events are put into
spatial context, with annotations (labels, brief statements) and graphics (arrows, dotted lines,
symbols) that provide narration. Three examples of story maps are included in this activity. Each is
different but all tell a story through a map. You may wish to make transparencies of these to show
students as they develop their own.
Classroom Procedures
Beginning the Activity
1. Distribute the appropriate timeline cards, one set each to a small group of students and Student
Work Logs. If you prefer students may work individually throughout the activity but to begin small
groups (two or three students) makes sense.
2. Ask students to do two things with the cards: A. read each card and make sure they understand
all terms and concepts; B. put the cards into chronological order. You may wish to refer to the
master lists as students review events.
3. Have students briefly review the sequence of events by asking questions like “What happened
first? Then what happened?” You may wish to ask students to write a brief summary on their Log.
Developing the Activity
4. Next, ask students to sort the cards by location. Once again, review the sequence of events, this
time asking questions like “Where did that take place? Why do you think this happened there? Can
2

Linking Early U.S. History to World Geography
you see connections between locations? Or are some events peculiar to that one location? Which
locations seemed most active? When? Why?” Student may organize their thoughts on the Log.
5. Once you are satisfied students have a rough understanding of the events, ask students to select
what they perceive as the ten (number can vary) key events from the list and prepare a brief written
statement justifying their choice on the Log.
6. Distribute blank outline maps at the appropriate scale and ask students to make a story map with
their key events. You might wish to have students work individually at this point. Review with
students the key components of a story map—key events are put into spatial context, with
annotations (labels, brief statements) and graphics (arrows, dotted lines, symbols) that tell the story.
Students might wish to keep these four questions in mind as they annotate the map: what, where,
why there and so what? Three examples of story maps are included in this activity. Each is different
but all tell a story through a map. Students should include all key map components (title, date,
author, legend explaining symbols).
Concluding the Activity
7. Once students have completed the maps, display them and have students do a “gallery walk.”
You may wish to give students small post-its to make comments on different maps or provide a
rubric for them to evaluate maps. Criteria for the rubric should focus on how well each map tells a
story and how well each map narrates the geographic perspective which is a key component of the
events.
Content Background
The background to the events leading up to the Declaration of Independence and beginning of the
American Revolution (1775-1776), the process of developing the US Constitution (1785-1788)
and the events of the US Civil War (1861-1865) are explained in the Master Lists part of this
activity.
References
American Civil War.com http://americancivilwar.com/
The History Place http://www.historyplace.com
3

Sample Story Maps
Linking Early U.S. History to World Geography
4

Sample Story Maps
Linking Early U.S. History to World Geography
5

Sample Story Maps
Linking Early U.S. History to World Geography
6

Linking Early U.S. History to World Geography
Student Work Log: Linking History and Geography: Story Maps
Introduction
History and geography are closely linked. It is important to know not only WHEN events took place
in the past but WHERE and WHY THERE. Details here will help you to learn more about the events
in a specific period of time in a geographic context. Follow your teacher’s instructions and complete
these tasks.
1. Carefully read the cards your teacher gives you. What terms/concepts do you not understand?
Keep a list of new vocabulary on the back of this Log. Discuss and define the terms until you have a
clear understanding of the events.
2. Next, place the cards in chronological order.
3. Review the sequence of events and write a summary of them here. Be brief. Think about the
events as a story you might tell someone and write it in that fashion. Share your story with a fellow
student when you have finished it.
4. Sort the events by location. Consider the categories you might wish to use—By city? By state? By
region?
5. Again, review the sequence of events you constructed in #3 and re-write your story with the
locations included.
7

6. Reflect and answer these questions:
Linking Early U.S. History to World Geography
• Which locations seemed most active? When? Why?
• Can you observe any connections between locations or were some events peculiar to one location?
7. Pick 10 key events from the list and list them here:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why are these the most important events?
8. Make a story map featuring your key events. In a story map, key events are put into spatial
context, with annotations (labels, brief statements) and graphics (arrows, dotted lines, symbols) that
tell the story. As you design and annotate your map, keep these four questions in mind: what,
where, why there and so what? Remember, you want to tell a story.
8

The 13 British Colonies
km 0
mi 0
Education Place: http://www.eduplace.com
N
W E
S
200 400
200 400
Copyright (c) Houghton Mifflin Company. All Rights Reserved.

85°W
Lake Superior
Lake Michigan
Lake Huron
Gulf of
Mexico
Colonial America, 1776
80°W 75°W 70°W 65°W
Lake Erie
LEGEND
Proclamation Line of 1763
Colonial boundaries in 1776
City
0
125 miles
0 125 kilometers
Lake Ontario
Education Place: http://www.eduplace.com
N
ATLANTIC
OCEAN
W E
S
45°N
40°N
35°N
30°N
25°N
Copyright (c) Houghton Mifflin Company. All Rights Reserved.

125°W
PACIFIC
OCEAN
120°W
115°W
110°W
105°W
100°W
95°W
90°W
85°W
Lake Superior
Lake Michigan
Lake Huron
80°W 75°W 70°W
Lake Erie
Lake Ontario
Reserved.
Rights All Company.
ATLANTIC
OCEAN
Mifflin Houghton (c)
LEGEND Copyright
Cities with population greater
than 50,000 in 1860
National capital
0 125 250 miles
0 125 250 kilometers
The United States in 1860
Education Place: http://www.eduplace.com
Gulf of
Mexico
Tropic of Cancer
N
W E
S
45°N
40°N
35°N
30°N
25°N