Maps & GIS Lesson Plan
Technology: Maps! So cool! (Also, GIS tools, but I think maps is easier to remember.)
Link to Proficiency: https://assets.esri.com/content/dam/esrisites/media/pdf/geoinquiries/american-lit/12-mlkjail-amlit-geoInquiry.pdf
http://education.maps.arcgis.com/home/webmap/viewer.html?webmap=ab3a25487e8944a694dd5eec1e26f761
Targeted Learners/Content area: I think I’d use this with 7th-8th grade students in an interdisciplinary Social Studies and English course.
Lesson Objectives: This lesson is fascinating. I’d use this lesson to help students become familiar with primary documents related to both the Reconstruction and Jim Crow eras, and then have them explore this map to help make the information real to them. They can observe how the states that formed the Confederacy kept segregationist laws in place the longest. I want them to see the connections between Martin Luther King, Jr.’s speeches, Abraham Lincoln’s writings and speeches, and the actions of real people during the marches in Selma, AL and elsewhere.
Lesson Context: I think I would use this lesson in the middle of a unit on Southern Literature, Racism, and Jim Crow segregation. Students would have some background knowledge already about the historical events leading up to this time period, and would have read some books like To Kill a Mockingbird, but this lesson would help make those stories real to students in a concrete, fascinating way.
Goal of technology use: I would use this map tool to encourage students to ask questions about, for instance, why more states segregated their mental hospitals than their regular hospitals, or how long public education was segregated in the Southern states. I want them to start digging deeper into the stories they have heard about the Civil Rights era and Jim Crow segregation by following the patterns of Dr. King’s efforts.
Brief Description of how technology will be used with students: Students would pair up to explore the different levels of this map together. They would then report back to the group with 1 observation and 1 question, and I would then use those observations and questions to help me shape future lessons in order to answer those questions if possible.
Link to Proficiency: https://assets.esri.com/content/dam/esrisites/media/pdf/geoinquiries/american-lit/12-mlkjail-amlit-geoInquiry.pdf
http://education.maps.arcgis.com/home/webmap/viewer.html?webmap=ab3a25487e8944a694dd5eec1e26f761
Targeted Learners/Content area: I think I’d use this with 7th-8th grade students in an interdisciplinary Social Studies and English course.
Lesson Objectives: This lesson is fascinating. I’d use this lesson to help students become familiar with primary documents related to both the Reconstruction and Jim Crow eras, and then have them explore this map to help make the information real to them. They can observe how the states that formed the Confederacy kept segregationist laws in place the longest. I want them to see the connections between Martin Luther King, Jr.’s speeches, Abraham Lincoln’s writings and speeches, and the actions of real people during the marches in Selma, AL and elsewhere.
Lesson Context: I think I would use this lesson in the middle of a unit on Southern Literature, Racism, and Jim Crow segregation. Students would have some background knowledge already about the historical events leading up to this time period, and would have read some books like To Kill a Mockingbird, but this lesson would help make those stories real to students in a concrete, fascinating way.
Goal of technology use: I would use this map tool to encourage students to ask questions about, for instance, why more states segregated their mental hospitals than their regular hospitals, or how long public education was segregated in the Southern states. I want them to start digging deeper into the stories they have heard about the Civil Rights era and Jim Crow segregation by following the patterns of Dr. King’s efforts.
Brief Description of how technology will be used with students: Students would pair up to explore the different levels of this map together. They would then report back to the group with 1 observation and 1 question, and I would then use those observations and questions to help me shape future lessons in order to answer those questions if possible.