Introduction:HistoricalmapsareanexcellenttoolforteachingabouttheearlyhistoryofTennes-see.Inthislesson,studentswillanalyzeandcomparetwoearlyTennesseemaps.ThelessonisintendedasanintroductiontothestudyofexpansionandstatehoodinTennessee.

GuidingQuestions: Whydopeoplecreatemaps?

Whatkindsofinformationdomapsconvey?

HowdidTennesseechangebetween1795and1818?

LearningObjectives:Inthecourseofthelesson,studentswill Analyzehistoricalmaps

DrawinferencesfromhistoricalmapsaboutearlyTennesseehistory

CurriculumStandards:8.39Identifytheleadersandeventsandanalyzetheimpactofwesternexpansiontothedevel-opmentofTennesseestatehood,including:(G,H,P,TN)

WilliamBlount JohnSevier RockyMount TreatyofHolston CumberlandGap Riversystems NatchezTrace JacksonPurchase

6.8.RH.7Integratevisualinformation(e.g.,incharts,graphs,photographs,videos,ormaps)withotherinformationinprintanddigitaltexts. Page1of4

ChangingTimesandChangingBoundaries:MapsofEarlyTennesseeLessonplansforprimarysourcesattheTennesseeStateLibrary&Archives

Author:RebeccaByrd,NewCenterElementary

GradeLevel:8thgrade

DateCreated:May2015

Visitwww.tn.gov/tsla/educationoutreachforadditionallessonplans.

MaterialsNeeded:1)ClassroomTreasuremap(createdbyteacher)

2)AMapoftheTennesseeGovernment,formerlypartofNorthCarolina3)MapofTennessee,18184)MapofKentuckyandTennessee5)TennesseeCountySelectionMap

Background:“StepstoTennesseeStatehood”“WilliamBlount,RockyMount&theTreatyoftheHolston”“NatchezTrace&theJacksonPurchase”Theseaboveessaysareavailableathttp://www.teachtnhistory.org/index.cfm/m/104/Content_Essays“WilliamBlount”Author:TerryWeeks SourceLocation:TennesseeEncyclopediaofHistory&Culture“NatchezTrace”Author:JohnD.W.Guice SourceLocation:TennesseeEncyclopediaofHistory&Culture“JacksonPurchase”Author:BlytheSemmer SourceLocation:TennesseeEncyclopediaofHistory&Culture

LessonActivities:

LessonActivity1–Introduction

Dividestudentsintogroupsof4or5andgiveeachgroupthetreasuremapcreatedbytheteacher.Somestudentswill igureoutthemeaningofthemapquickly,othergroupsmayneedsomeminimalinstruc-tions.Allowstudentstosearchuntilsomeonelocatesthe“treasure.”

Debrief:1) Askthestudentshowtheywereabletodeterminethepurposeofthemapandmeaningofthesym-

bols2) Askthestudentsaboutthe“treasure”object.Isitsomethingthattheyconsidera“treasure”?Whyor

whynot?3) Explaintostudentsthatbynotingwhatisincluded,emphasizedorexcludedonamaptheycandraw

inferencesaboutwhatisimportanttothemapmaker.

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LessonActivitiesContinued:

LessonActivity2:AMapoftheTennesseeGovernment,formerlypartofNorthCarolina

Giveeachstudentacopyof“AMapoftheTennesseeGovernment,formerlypartofNorthCarolina.”Tellthestudentstospend5minutessilentlystudyingthemapandtakingnoteofthedetails.Resisttheurgetoletstudentscommentoraskquestionsbeforethetimeisup.Ifpossible,projectthemapontoawhiteboardforreferenceduringdiscussion.Oncetheviewingtimeisover,askstudentstosharetheirobservations.Discusstheirobservationsandaskfollow-upquestionsasnecessarytobringoutthefollowingpointsfromthemap:

Riverswereemphasizedbecausetheywereusedfortransportation Geographicfeaturesthatwouldimpedetravelsuchasmountainsareprominentfeatures Roadswerenotimportantbasedontheirabsencefromthemap LargepartsofthestatewerestilloccupiedbyNativeAmericans Fewsettlementsexisted

Havethestudentssummarizetheirdiscussionbycompletingthefollowingsentencestem: In1795,Tennesseewas____________,_______________,and__________________.LessonActivity3:MapofTennessee,1818PassouttheMapofTennessee,1818.Askstudentstocarefullyobservethismapfor5minutesandmakenoteofsimilaritiesanddifferencestothepreviousmap.Askstudentstosharetheirobservations.Discusstheirobservationsandaskfollow-upquestionsasnecessarytobringoutthefollowingpointsfromthemap: Similarities: -AreasoflandstillbelongtoNativeAmericans Differences: -Manymoretownsareshownonthemapimplyingpopulationgrowth -Riversandothergeographicfeaturesarelessemphasizedimplyingthemapisprobablynot intendedforusebytravelers -Manycountiesexistandtheirboundariesareemphasizedonthemapimplyingthe existenceofastronggovernmentandtheimportanceoflegallyrecognizedland claims.Havethestudentssummarizetheirdiscussionbycompletingthefollowingsentencestem: TheMapofTennessee1818showsthat___________,______________,and________________.

Thismapalsofeaturesafewerrors,including1)ReelfootLakeislocatedoutsidethestate,2)Severalcoun-tynamesaremisspelled,3)MiddleTennesseeseemstobeshiftedalittlefurtherwestthanitshouldbe.

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LessonActivitiesContinued:

Assessment:ExitCardAskstudentstopredictwhatamapofTennesseein1840mightlooklikebasedonthetrendsidenti iedinthepreviousmaps.Studentdescriptionsshouldcontainatleastthreespeci icexamplesofwhatwouldorwouldnotbeonthemap.Note:AsyouteachadditionallessonsonTennessee’sexpansion,havestudentsreferbacktoanddiscusstheirpredictions.ExtendingtheLesson:1)Havestudentsdrawtheirpredicted1840MapofTennesseeandcompareittotheMapofTennesseeandKentucky.

2)HavestudentscomparetheMapofTennessee1818withamapofmoderncountiessuchastheonefoundathttp://quickfacts.census.gov/qfd/maps/tennessee_map.htmlandnotethechanges.

3)Havestudents indthemistakesintheMapofTennessee1818.(Mistakeslistedearlierinthelesson.)

3)Havestudentsresearchthehistoryoftheirhomecountytodeterminewhenandwhyitwasformedandwhatgrouporentitypreviouslyclaimedthelandfromwhichitwasformed.

1796MapofTennessee,TSLAMapCollection.

AllmapsfeaturedinlessonplanareinthecollectionsoftheTennesseeStateLibraryandArchives.Page4of4