Below, I have copied & pasted my entry from the "Roots of a Nation" blog:
I really enjoyed the two-day activity of "Mapping the Course for a New Nation". The activity started at the Project Sultana offices in Chestertown, where we explored the maps and had a "crash course" on what the symbols on the map meant. We discussed the ecology of the region at the time and what the settlers' experiences were like. Chris shared with us the furs and skins of animals from the time. We also got to see hands-on wild rice, wampum, and turtle shells. We discussed how they were used in the time. On the second day of the trip, we paddled out of Turner's Creek landing into the Sassafras River. While paddling, we discussed the possible site of the mysterious Tockwagh Village and identified two areas that would have been optimal locations. We used seine nets to try to catch fish, and explored a tidal freshwater pond (teeming with life, which offered a great food source to the Native Americans). Chris & Mark pulled up the tubers from the tuckahoe/arrow grum. Our 2nd day concluded with a session led by two women from the National Geographic Alliance, who showed us various ways we could use these activities and topics instructionally.
I have learned so much in this two day course! I learned about John Smith's voyages-- which took place in the summer of 1608. I learned that he was a gifted cartographer (although the origin of these skills isn't known). I learned the various different names he used to mark places (ex: Bolus Flue for the Patapsco River). I learned that the Maltese crosses marked the extents of his explorations (sadly none of these have been found). John Smith's maps are oriented to the west, as they would appear to future European explorers. Surely, had Smith and his crew capsized off Tangier Island, the exploration and settlement of our region would have been sorely affected. On the second day my paddling skills were certainly tested-- which I highly enjoyed! I valued the opportunity to explore areas John Smith's crew explored as well. What an amazing opportunity.
There are a myriad of ways in which I could use these activities instructionally. Chris provided us with an amazing binder of activities-- all of which strengthen students' informational reading skills, analytical skills, and skills of interpreting primary documents. One way I plan to use this immediately in the classroom is to have the students use this map as they conceptualize (geographically) our place in the world-- as residents of Talbot County, Maryland, the Chesapeake, and North America. We will then use current maps to compare how accurate Smith's map was and how the land changed over time. We will use his journals to explore the wildlife and physical characteristics of the region, then identify reasons why these characteristics have changed. These activities will help the students to identify consequences of modifying the environment in a way that is local, tangible & meaningful to them.
Other things I plan to use from this session:
*Analyze maps using "Big Green Kissing TOADS" (border, grid, key, title, orientation, author, date, scale)
*Compare the names from Smith's map with current names (to further scaffold student's awareness of place names in their home state)
*Use quotes from his journals as a primary source analysis piece
*Using journals to identify geographic characteristics (human and physical) and discuss why they are important to put on a map, and how thematic maps have evolved over time (and settlement) to show those characteristics in a more focused way
*Various Earth Day or environmental lessons the women from NGA shared: River report cards, river puzzle, population map, and Who Polluted the Potomac?
This was a highly enjoyable session!
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