{"id":14501,"date":"2020-01-15T21:51:56","date_gmt":"2020-01-15T21:51:56","guid":{"rendered":"http:\/\/173.230.141.246\/dcc\/wpdemo\/?p=14501"},"modified":"2026-07-31T15:18:59","modified_gmt":"2026-07-31T15:18:59","slug":"maps-and-the-beginnings-of-colonial-north-america-visual-literacy-class-activity-grades-k-8","status":"publish","type":"post","link":"https:\/\/dcc.newberry.org\/?p=14501","title":{"rendered":"Maps and the Beginnings of Colonial North America: Visual Literacy Class Activity (Grades K-8)"},"content":{"rendered":"\n<div class=\"wp-block-getwid-tabs\" data-active-tab=\"0\"><ul class=\"wp-block-getwid-tabs__nav-links\"><\/ul>\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Intro<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-995f960e wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Themes<\/strong><br>Colonization<br>Exploration<br>Imperialism<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Periods &amp; Events<\/strong><br>16th Century<br>17th Century<br>18th Century<br>Early America<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Skills &amp; Document Types<\/strong><br>Image Analysis<br>Maps<br>Visual Literacy<br><\/p>\n<\/div>\n<\/div>\n\n\n\n<h4 class=\"wp-block-heading\">Overview and Instructional Use<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">In this lesson,\u00a0<strong>elementary<\/strong>\u00a0and\u00a0<strong>middle school students<\/strong>\u00a0will analyze and compare two maps to learn about\u00a0<strong>colonization\u00a0<\/strong>and\u00a0<strong>imperialism<\/strong>\u00a0in Early America while practicing image analysis.\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This lesson can be used:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>As part of a unit\u00a0on\u00a0Early America.\u00a0<\/li>\n\n\n\n<li>To practice image analysis.\u00a0<\/li>\n\n\n\n<li>As part of a unit on colonization.\u00a0<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Materials<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/archive.org\/details\/nby_899654\" target=\"_blank\" rel=\"noreferrer noopener\">A copy of<\/a> \u201cThe Battle of Santo Domingo\u201d (1588).\u00a0<\/li>\n\n\n\n<li><a href=\"https:\/\/archive.org\/details\/nby_244850\" target=\"_blank\" rel=\"noreferrer noopener\">A copy of<\/a>\u00a0\u201cThe\u00a0Course of the Mississippi River\u201d (1718).\u00a0<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Lesson<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h4 class=\"wp-block-heading\">Procedure<\/h4>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Display\u00a0<\/strong>the 1588 map of Santo Domingo.\u00a0Give students time to take notes on the document,\u00a0generate questions, and attempt to answer them.\u00a0Supplement with background information where\u00a0appropriate.\u00a0<\/li>\n\n\n\n<li><strong>Display\u00a0<\/strong>the 1718 map of the Mississippi River.\u00a0Give students time to take notes on the document,\u00a0generate questions, and attempt to answer them.\u00a0<\/li>\n\n\n\n<li><strong>Compare\u00a0<\/strong>the two maps\u00a0as a class.\u00a0<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Duration:<\/em> 1 hour and 10 minutes<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Suitable for:<\/em> Grades 3-5<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Students will practice using basic tools of visual literacy:<\/li>\n\n\n\n<li>Students will gain familiarity with broad categories of geographic knowledge necessary for understanding the era of European colonization in the New World.<\/li>\n\n\n\n<li>Students will construct and apply a definition of maps that includes both their function as a realistic picture of space and as a set of choices made by a mapmaker.<\/li>\n\n\n\n<li>How is a map like a picture? How is it different?<\/li>\n\n\n\n<li>Why do people make maps?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h5 class=\"wp-block-heading\">Step 1: Display the 1588 Map Image<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Announce to the students that you\u2019re going to show them a picture. Tell them that you want them to look very closely at the picture for three minutes, looking at all parts of the picture, and without <em>anyone talking<\/em>.<\/li>\n\n\n\n<li>Project the complete image of <a href=\"https:\/\/archive.org\/details\/nby_244850\/Boazio_Battle-of-Santo-Domingo.jpg\" target=\"_blank\" rel=\"noreferrer noopener\">Baptista Boazio\u2019s 1588 <em>Civitas S. Dominici sita in Hispaniola [City of S. Domingo located in Hispaniola]<\/em> <\/a>onto the screen for the class to see. Wait for three minutes as the students look at the image; model an intensive gaze, looking closely at the image along with them. <\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image alignfull size-full\"><a href=\"https:\/\/archive.org\/details\/nby_244850\" target=\"_blank\" rel=\"noreferrer noopener\"><img fetchpriority=\"high\" decoding=\"async\" width=\"2560\" height=\"2221\" src=\"http:\/\/173.230.141.246\/dcc\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-scaled.jpg\" alt=\"\" class=\"wp-image-13346\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-scaled.jpg 2560w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-300x260.jpg 300w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-scaled-600x521.jpg 600w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-1024x888.jpg 1024w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-768x666.jpg 768w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-1536x1333.jpg 1536w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-2048x1777.jpg 2048w\" sizes=\"(max-width: 2560px) 100vw, 2560px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/archive.org\/details\/nby_244850\" target=\"_blank\" rel=\"noreferrer noopener\">Battle of Santo Domingo, 1588<\/a><\/figcaption><\/figure>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ask students for raised hands in response to this question to the whole group: \u201cWhat\u2019s going on in this picture?\u201d As you take answers from each student, paraphrase their responses, saying \u201cWhat I hear you saying is\u2026\u201d For further guidance on the Visual Thinking Strategies (VTS), see <a rel=\"noreferrer noopener\" target=\"_blank\" href=\"https:\/\/vtshome.org\/about\/\">vtshome.org<\/a> or Philip Yenawine, <a rel=\"noreferrer noopener\" target=\"_blank\" href=\"https:\/\/www.amazon.com\/Visual-Thinking-Strategies-Learning-Disciplines\/dp\/1612506097\/ref=asc_df_1612506097\/?tag=hyprod-20&amp;linkCode=df0&amp;hvadid=312681615521&amp;hvpos=1o3&amp;hvnetw=g&amp;hvrand=7260592334228000785&amp;hvpone=&amp;hvptwo=&amp;hvqmt=&amp;hvdev=c&amp;hvdvcmdl=&amp;hvloc\">Visual Thinking Strategies<\/a>, (Cambridge: Harvard Education Press, 2013).<\/li>\n\n\n\n<li>As more and more students describe what they see, look for <strong>interpretive<\/strong> observations, where students infer more than what is simply there, or where they compare the content to other imagery they\u2019ve seen elsewhere. For example, students may say that the boats look like pirate ships, or that the creature looks like an alligator, or that the men look like knights, or that the image \u201clooks old.\u201d When they do this, ask <strong>\u201cWhat makes you say that?\u201d<\/strong> As they make their way around the picture, push them to identify and name anything that they\u2019ve missed: <strong>\u201cWhat more can you find?\u201d<\/strong><\/li>\n\n\n\n<li>After about ten minutes, show them magnified details of parts of the picture to help them complete their inventory of the visual information in the image. Ideally, students will notice elements like the fleet of ships, the giant sea creatures, the hills, the distinctions between land and water, the soldiers, flags, weapons, animals, the town with a wall around it, the three floating symbols (compass rose, coat of arms, label). <\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Project a satellite map of the Atlantic Ocean so you can point out the areas being discussed. Explain that the picture you just looked at was a drawing that told a story\u2014a story about an English pirate who captured a town from the Spanish on an island in the Caribbean. (Point out where England, Spain, and the Caribbean are on the map). Explain that this was during a time when kings, queens, knights, and pirates from Europe fought against each other and against Indians as they tried to set up farms and cities in what they called the \u201cNew World\u201d\u2014North and South America. (Point out these on the map). The picture was drawn to celebrate the pirate\u2019s adventure on the island, which was called Hispaniola. (Point out the island on the map). Explain that the picture is also a <strong>map<\/strong> because it tries to tell us important details about the shape of the land and water in a particular place on earth.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h5 class=\"wp-block-heading\">Step 2: Display the 1718 Map of the Mississippi River<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Tell students that you will do the same activity again, with another map, but this one was drawn later, by a different guy, and shows a different area.<\/li>\n\n\n\n<li>Project the complete image of <a href=\"https:\/\/archive.org\/details\/nby_899654\/Fer_Course-of-Mississippi.jpg\" target=\"_blank\" rel=\"noreferrer noopener\">Nicolas DeFer\u2019s 1718 map <em>Le cours du Missisipi<\/em><\/a>. Follow the same cycle of questioning, paraphrasing, and pushing as you did with the first map. Again provide magnified details to help students discover all the visual information. By the end, they should have again found the land-and-water distinctions, the animals, people, towns, ships, and the figures that make up the decorative label on the side.<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image alignfull size-full\"><a href=\"https:\/\/archive.org\/details\/nby_899654\" target=\"_blank\" rel=\"noreferrer noopener\"><img decoding=\"async\" width=\"1894\" height=\"2560\" src=\"http:\/\/173.230.141.246\/dcc\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-scaled.jpg\" alt=\"\" class=\"wp-image-13344\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-scaled.jpg 1894w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-scaled-300x405.jpg 300w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-scaled-600x811.jpg 600w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-222x300.jpg 222w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-757x1024.jpg 757w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-768x1038.jpg 768w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-1136x1536.jpg 1136w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-1515x2048.jpg 1515w\" sizes=\"(max-width: 1894px) 100vw, 1894px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/archive.org\/details\/nby_899654\" target=\"_blank\" rel=\"noreferrer noopener\">Course of Mississippi River, 1718<\/a><\/figcaption><\/figure>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Once students have catalogued the visual information from the second image, bring the satellite image back up and explain that this map was drawn much later, as more adventurers from Europe began to set up more towns, forts, and farms across North America. (Point out the area represented by the map; use Florida as a helpful point of reference).<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h5 class=\"wp-block-heading\">Step 3: Compare the Two Maps<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Bring up a new slide with map 1 and map 2 next to each other. Tell students to think about both maps again. Ask them what they thought was <strong>the same<\/strong> and what was <strong>different<\/strong> between the two maps. Use a compare and contrast t-chart or a Venn diagram to track the discussion. (If students are not familiar with these graphic organizers, build in time to explain).<\/li>\n\n\n\n<li>Remind students that these are both maps. ask students, <strong>\u201cSo, what is a map\u201d<\/strong>? Based on what was <strong>the same<\/strong> across both images, lead students to discover the basic premise\u2014that maps represent 3D space (land, hills, water, etc.) on flat paper (or on some other surface or media). Based on what was <strong>different<\/strong> across both images, help students reach a second conclusion\u2014that people who draw maps might have special reasons for drawing a map. In this case, one mapmaker wanted to show the power of one country by telling a story of a successful adventure. The second mapmaker hoped that by drawing the waterways of an entire continent, he could show the power of another country and encourage more people to travel, explore, or settle there.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">About the Author<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Nicholas Kryczka is a Postdoctoral Fellow in the Social Sciences and the Department of History at the University of Chicago. He teaches coursework in American Civilization, urban history, and oral history and conducts research on the history of post-civil rights school reform in Chicago. Previously, Nick worked for a decade as a high school social studies teacher in the Chicago Public Schools.<\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Standards<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h4 class=\"wp-block-heading\">C3 Framework Standards <\/h4>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Geography:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>D2.Geo.2.3-5. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics<\/li>\n\n\n\n<li>D2.Geo.3.3-5. Use maps of different scales to describe the locations of cultural and environmental characteristics<\/li>\n\n\n\n<li>D2.Geo.4.3-5. Explain how culture influences the way people modify and adapt to their environments.<\/li>\n\n\n\n<li>D2.Geo.5.3-5. Explain how the cultural and environmental characteristics of places change over time.<\/li>\n\n\n\n<li>D2.Geo.6.3-5. Describe how environmental and cultural characteristics influence population distribution in specific places or regions.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>History:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>D2.His.3.3-5. Generate questions about individuals and groups who have shaped significant historical changes and continuities.<\/li>\n\n\n\n<li>D2.His.5.3-5. Explain connections among historical contexts and people\u2019s perspectives at the time.<\/li>\n\n\n\n<li>D2.His.6.3-5. Describe how people\u2019s perspectives shaped the historical sources they created.<\/li>\n\n\n\n<li>D2.His.10.3-5. Compare information provided by different historical sources about the past.<\/li>\n\n\n\n<li>D2.His.11.3-5. Infer the intended audience and purpose of a historical source from information within the source itself.<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Sources<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"757\" height=\"1024\" data-id=\"13344\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-757x1024.jpg\" alt=\"\" class=\"wp-image-13344\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-757x1024.jpg 757w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-scaled-300x405.jpg 300w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-scaled-600x811.jpg 600w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-222x300.jpg 222w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-768x1038.jpg 768w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-1136x1536.jpg 1136w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-1515x2048.jpg 1515w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Fer_Course-of-Mississippi-scaled.jpg 1894w\" sizes=\"(max-width: 757px) 100vw, 757px\" \/><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/archive.org\/details\/nby_899654\" target=\"_blank\" rel=\"noreferrer noopener\">Course of Mississippi River, 1718<\/a><\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"888\" data-id=\"13346\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-1024x888.jpg\" alt=\"\" class=\"wp-image-13346\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-1024x888.jpg 1024w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-300x260.jpg 300w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-scaled-600x521.jpg 600w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-768x666.jpg 768w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-1536x1333.jpg 1536w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Boazio_Battle-of-Santo-Domingo-2048x1777.jpg 2048w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/archive.org\/details\/nby_244850\" target=\"_blank\" rel=\"noreferrer noopener\">Battle of Santo Domingo, 1588<\/a><\/figcaption><\/figure>\n<\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Related Resources<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h4 class=\"wp-block-heading\">Related Newberry Resources<\/h4>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-995f960e wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/dcc.newberry.org\/?p=14503\" target=\"_blank\" rel=\"noreferrer noopener\"><img loading=\"lazy\" decoding=\"async\" width=\"597\" height=\"1024\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.16.51-AM-597x1024.png\" alt=\"Thumbnail for lesson entitled &quot;Maps and the Beginnings of Colonial North America: Unit Plan (Grades 6-12)&quot;\" class=\"wp-image-23221\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.16.51-AM-597x1024.png 597w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.16.51-AM-175x300.png 175w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.16.51-AM.png 748w\" sizes=\"(max-width: 597px) 100vw, 597px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/dcc.newberry.org\/?p=14503\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Unit Plan (Grades 6-12): Maps and the Beginnings of Colonial North America<\/strong><\/a><br><a href=\"https:\/\/dcc.newberry.org\/?p=14503\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>by Dr. Nicholas Kryczka<\/strong><\/a><\/figcaption><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/dcc.newberry.org\/?p=14505\" target=\"_blank\" rel=\"noreferrer noopener\"><img loading=\"lazy\" decoding=\"async\" width=\"597\" height=\"1024\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.16.25-AM-597x1024.png\" alt=\"Thumbnail for activity entitled &quot;Maps and the Beginnings of Colonial North America: C3 Activity (Grades 9-12)&quot;\" class=\"wp-image-23222\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.16.25-AM-597x1024.png 597w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.16.25-AM-175x300.png 175w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.16.25-AM.png 748w\" sizes=\"(max-width: 597px) 100vw, 597px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/dcc.newberry.org\/?p=14505\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>C3 Activities (Grades 9-12): Maps and the Beginnings of Colonial North America <\/strong><\/a><br><a href=\"https:\/\/dcc.newberry.org\/?p=14505\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>by Dr. Nicholas Kryczka<\/strong><\/a><\/figcaption><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/dcc.newberry.org\/?p=14507\" target=\"_blank\" rel=\"noreferrer noopener\"><img loading=\"lazy\" decoding=\"async\" width=\"597\" height=\"1024\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.17.13-AM-597x1024.png\" alt=\"Thumbnail for lesson entitled &quot;Maps and the Beginnings of Colonial North America: Document-Based Questions&quot;\" class=\"wp-image-23224\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.17.13-AM-597x1024.png 597w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.17.13-AM-175x300.png 175w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2013\/09\/Screen-Shot-2024-08-29-at-12.17.13-AM.png 748w\" sizes=\"(max-width: 597px) 100vw, 597px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/dcc.newberry.org\/?p=14507\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>DBQS: Maps and the Beginnings of Colonial North America<\/strong><\/a><br><a href=\"https:\/\/dcc.newberry.org\/?p=14507\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>by Dr. Nicholas Kryczka<\/strong><\/a><\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-995f960e wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full is-resized\"><a href=\"https:\/\/dcc.newberry.org\/?p=14413\"><img loading=\"lazy\" decoding=\"async\" width=\"440\" height=\"698\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/06\/Capture3.png\" alt=\"Collection Essay Thumbnail\" class=\"wp-image-22373\" style=\"width:216px;height:auto\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/06\/Capture3.png 440w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/06\/Capture3-189x300.png 189w\" sizes=\"(max-width: 440px) 100vw, 440px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/dcc.newberry.org\/?p=14413\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Essay: Maps and the Beginnings of Colonial North America <br>by Neal Dugre, PhD<\/strong><\/a><\/figcaption><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><a href=\"https:\/\/dcc.newberry.org\/?p=22242\" target=\"_blank\" rel=\"noreferrer noopener\"><img loading=\"lazy\" decoding=\"async\" width=\"442\" height=\"550\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/06\/Capture2.png\" alt=\"Lesson thumbnail\" class=\"wp-image-22371\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/06\/Capture2.png 442w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/06\/Capture2-241x300.png 241w\" sizes=\"(max-width: 442px) 100vw, 442px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/dcc.newberry.org\/?p=22242\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Early European Travel in Illinois: Land, Animals, and the Environment <\/strong><\/a><br><a href=\"https:\/\/dcc.newberry.org\/?p=22242\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>by Dr. Danielle Alesi <\/strong><\/a><\/figcaption><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full is-resized\"><a href=\"https:\/\/indigenous-chicago.org\/curriculum\/\"><img loading=\"lazy\" decoding=\"async\" width=\"887\" height=\"426\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/10\/IndigenousChicagoThumbnail.png\" alt=\"Indigenous Chicago Project Thumbnail\" class=\"wp-image-23570\" style=\"width:216px;height:auto\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/10\/IndigenousChicagoThumbnail.png 887w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/10\/IndigenousChicagoThumbnail-300x144.png 300w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/10\/IndigenousChicagoThumbnail-768x369.png 768w\" sizes=\"(max-width: 887px) 100vw, 887px\" \/><\/a><figcaption class=\"wp-element-caption\"><strong><a href=\"https:\/\/indigenous-chicago.org\/curriculum\/\" target=\"_blank\" rel=\"noreferrer noopener\">Indigenous Chicago Curriculum<br><\/a><\/strong><br>A custom curriculum hosted by the Newberry and centered on Chicago as a Native Place.<br><br>Created in alignment with Illinois State Standards and to support the HB1633 mandate to teach Native history. <\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>This is part of a set of classroom materials for the Digital Collection Maps and the Beginnings of North America.<\/p>\n","protected":false},"author":1,"featured_media":13343,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[89,103,124,132,140,139],"tags":[165,166],"class_list":["post-14501","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-17th-century","category-18th-century","category-cm","category-elementary","category-lesson-plans","category-middle-school","tag-us-history","tag-world-history"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"acf":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Montigny_Chaouachas-Concession-scaled.jpg","_links":{"self":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts\/14501","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=14501"}],"version-history":[{"count":20,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts\/14501\/revisions"}],"predecessor-version":[{"id":25570,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts\/14501\/revisions\/25570"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/media\/13343"}],"wp:attachment":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=14501"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=14501"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=14501"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}