Morgan Winkworth

SOST 200- Multiple Perspectives Lesson Plan

12/11/06

NCSS Standard Addressed:  III. People, Places & Environments

Performance Expectations: (b) create, interpret, use, and synthesize information from various representations of the earth, such as maps, globes, and photographs; (d) calculate distance, scale, area and density, and distinguish spatial distribution patterns; (h) examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes

Results/Expected Outcomes:

1.                  Students will learn how to determine the scale of a map using the map distance: ground distance ratio.

2.                  Students will be able to identify the features of a map by using the legend key(s).

3.                  Students will employ map-reading skills to identify a mapped region using physical features.

4.                  Students will be able to demonstrate proficiency in using the “Landview” program, on the Minnesota DNR website, to locate aerial photographs.

5.                  Students will be able to demonstrate proficiency in using the “Topozone” website to locate topographic maps of various areas in a variety of different scales.

6.                  Students will be able to evaluate the change of landscape, development, land use and settlement of an area over time using maps from different time periods.  Students will also assess the accuracy of early surveying and map-making techniques as well as the application of current mapping practices.

Evaluation:

1.                  Students will use the map distance: ground distance ratio to determine the representative fraction (scale) of three different topographic maps of Mankato.

2.                  Students will use the legend key to identify all the various features represented on their assigned portion of the plat maps.

3.                  Students will be asked to use the physical information they have ascertained from their plat maps to determine the geographic locations represented.

4.                  Students will gain familiarity with the “Landview” program, on the Minnesota DNR website, and use it to locate and print and aerial photograph of New Ulm (which is one of the locations represented in the plat maps).

5.                  Students will gain familiarity with the “Topozone” website and use it to locate topographic maps of New Ulm in various scales.  Students will ultimately select and print the topographic map that best matches the size, detail and scale of the plat map and aerial photograph of New Ulm they previously identified.

6.                  Students will be asked to write a 2-page analysis of the mapping exercises including an evaluation of the change in landscape, development, land use and settlement of new Ulm over time, comparing the three different maps.  Students will also be required to include an assessment of the accuracy of early surveying and map-making techniques as well as the possible application of current mapping practices in other disciplines and circumstances.

Curriculum:

This unit would fit into an 11^th or 12^th grade Geography class.  It could easily be tied in with lessons on Native American issues in Minnesota including land treaties, settlement and the Dakota Conflict of 1862.  This unit could also lead into a further exploration of regional mapping utilizing GIS to analyze land use and topographic change over time.

Instruction:

Day 1

1.                  Teacher will begin by introducing the topic of map reading including basic map information and then distributing the “Using Maps” handout. 

2.                  After an introduction to scale, teacher will distribute the “Map Scales” handout and discuss, in detail, the equation used to find map scale and the relationship between a representative fraction (RF) and the Map Distance (MD): Ground Distance (GD) Ratio (RF=1/x=MD/GD).

3.                  Teacher will then split class into small groups (2-3 students each) and give each group one of three topographic maps of Mankato.

4.                  Students will then be asked to determine the scale of their topographic map using the “Map Scales” equation, a ruler, and the bar scale provided on the map.

5.                  Once they have determined the scale of their map, they will switch maps with another group and continue with the exercise until they have determined the scale of all three maps (Map #1= 1:100,000/ Map #2= 1:24,000/ Map #3= 1:250,000)

6.                  Students will then turn in their recording sheet for group credit.

Discussion Questions:

1.                  What is Scale?

2.                  Is an inch on map “A” the same as an inch on map “B”? How do you know?

3.                  What type of information does a topographic map provide?

4.                  Is your group looking at a large scale map or a small scale map?  How do you know?  What’s the difference?

Day 2

1.                  Teacher will begin class with a discussion of plats and plat maps including when surveying was done in Minnesota, who did it, how it was done, and the tools and methods used by surveyors.

2.                  Teacher will then divide the class into groups of four giving half the class the Redwood County plat map and the other half the Brown County/ New Ulm plat map (For in-class use, the students will be provided with full sized reproductions of the original plat maps so they will be able to accurately determine scale and decipher map markings).  Teacher will not inform students of the physical location of their plat maps.  Teacher will distribute Legend of meanders, dates surveyed and official approval records.

3.                  Students will start by examining, and recording the historic features of the map and then determining its scale (1 inch [MD]= 66 feet [GD]).

4.                  Then, each group will be given a different enlarged quadrant of their plat map and a legend of both the physical features and the plat boundary lines.  In their group, they will be asked to identify all physical features represented on their quadrant including significant boundary markings

5.                  Students will record their findings, answer the questions on the handout and submit it for group credit.

Discussion Questions:

1.      What are some of the difficulties that early surveyors might have faced?  What are some problems they might have encountered while trying to create a grid system over a natural landscape?

2. Do you think the plat maps they created were accurate?
3. What types of physical features do you find on your map?  Does that tell you anything about where the plats might be located? 
4. What might the land have been used for?
5. Is there any indication that people were living on the land at the time?

Day 3

(class will be held in the computer lab)

1.      Teacher will begin by challenging the students to identify the location of plat map #2 (Brown County/ New Ulm) using internet or atlas resources.

2. Once students have identified the location of the plat, the teacher will introduce them to the “Landview” program and instruct them on how to use it.
3. Students will then use the “Landview” program to locate an aerial photograph, from the 1930’s, of New Ulm (Teacher may show students the aerial photo of Mankato compared to topographic map of Mankato to give them an example of the representation they are looking for).
4. Once the students locate the photo, they will follow instructions to print the photo with their names and class period included. (Students will keep the printout for following comparisons and turn it in at the end of the unit.)
5. With any remaining class time, students will be able to navigate the “Landview” program and locate aerial photographs of their choice.

Discussion Questions:

1.      What physical features indicate where the plat location might be?

2. What can you tell from an aerial photograph that you can’t tell from the plat map?
3. Does the plat map seem to accurately line up with the aerial photograph?
4. What might aerial photographs have been used for in the past?  What could they be used for today?

Day 4

(class will be held in the computer lab)

1.                  Teacher will begin by briefly reviewing the “Using Maps” handout to refresh students on the concept of scale.

2.                  Teacher will then introduce them to the “Topozone” website and instruct them on how to use it.

3.                  Students will then use the “Topozone” site to locate New Ulm.  Once found, students will experiment with different topo map scales and “View Scales” to see the difference in maps of the same area at different scales.

4.                  Students will then try to locate the map whose topographic representation is similar to both the New Ulm aerial photo and the plat map.

5.                  Students will print the topographic map and make sure to include their name, class period, and map scale on the print out. (Students will keep the printout for following comparisons and turn it in at the end of the unit.)

Discussion Questions:

1.      What did you notice about the large scale maps compared to the small scale maps?

2. What type of map did you end up with?
3. What are the benefits of using a large scale map?  What might a map like this be used for?
4. What are the benefits of using a small scale map?  What might a map like this be used for?

Day 5

1.                  Teacher will begin by guiding a discussion about the different information provided by the different maps used in class.

2.                  Teacher will then discuss the history of New Ulm and guide a class discussion about the differences in land use and settlement of the area at different points in history by different groups.

3.                  Class will also discuss the change in landscape and topography as represented by the different maps through history.

4.                  Students will then be assigned to write a 2-page analysis of the mapping exercises including an evaluation of the change in landscape development, land use and settlement of New Ulm over time comparing the three different maps and drawing on information from class discussions.  Students will also be required to include an assessment of the accuracy of early surveying and map making techniques as well as the possible application of current mapping practices in other disciplines and circumstances.

5.                  Students will retain their various printed maps and be given copied versions of the plat maps to assist in their comparisons.  All materials will be turned in the following week with the analysis paper.

Discussion Questions:

According to the plat map, where did the Native Americans live in New Ulm?  Why might they have chosen to live there?

1. Where had Europeans settled as of the 1930’s (according to the aerial photo)?  Why did they choose to settle where they did?  What were their needs?
2. Looking at all three maps, how accurate was the original plat surveying done in 1854?
3. What were the plat maps used for?  What might have been the motivation of the surveyors?  What might they have omitted or de-emphasized on their maps?
4. How has the landscape changed over time?
5. What could these different computer mapping programs be used for today?  Could they be useful in other classes? How?

*Adapted from a Unit Plan done for Geography 340 (Cynthia Miller)

*Discussion questions have been distributed throughout the week and represent Bloom’s taxonomy collectively

*Additional content materials (maps, handouts, lecture notes) are available

   -I’ve included some below

Using Maps

Elements of a Map

·                     Title- the informational heading of the map (Where is the map? What is it showing?)

·                     Orientation- N, S, E, W (Compass Rose)

·                     Date- when was it made?

·                     Author- who made it?

·                     Legend- explains symbols used on map (“Secret Decoder Ring”)

·                     Scale- inch=mile?, foot=mile? (see more below)

·                     Index- list of places included on the map (“Road Maps”)

·                     Grid- squares that determine location (ex. Latitude, Longitude)

·                     Source- where the map is from, or who distributed it

Although solar observations were useful for measuring distances north and south (latitude), accurate measurement east and west (longitude) was not possible until 1765, when the marine chronometer was introduced. This was the first precise portable clock unaffected by the rocking motion of ships.

Beginning in the 19th century, photography and the aerial viewpoint revolutionized mapping. By the 1920's, aerial photographs were found to be excellent mapping tools, especially when viewed through the stereoscope, revealing a three-dimensional image.

Scale

Geographic features can be shown at different sizes and levels of detail by using scale. Maps include selected basic geographic information to provide context. Every map has a purpose or theme. The map design, which includes artistic aspects such as composition and balance, affects the success of the map

Scale is the relationship between the size of a feature on the map and its actual size on the ground. Scale can be indicated three ways. The bar scale is a line or bar that has tick marks for units of distance. The bar scale is especially important because it remains accurate when a map is enlarged or reduced. A verbal scale explains scale in words: "one inch represents 2,000 feet.'' The representative fraction is a ratio such as 1:24,000, in which the numerator(l) represents units on the map and the denominator (24,000) represents units on the ground; in the example of 1:24,000 scale, one unit (any unit

Scale controls the amount of detail and the extent of area that can be shown. Scales can be described in relative terms as large scale, intermediate scale, and small scale. A large scale map (for example, the 1886 Sanborn map, originally at 1:600 scale) shows detail of a small area; a small scale map (for example, the 1877 geologic map of north-central Colorado, originally at 1:253,440 scale) shows less detail, but a larger area. (A comparison of representative fractions shows that 1/600 is larger than 1/253,440.)

Note

Topographic Map:  A map depicting terrain relief showing ground elevation, usually through either contour lines or spot elevations. The map represents the horizontal and vertical positions of the features represented. It is a graphic representation delineating natural and man-made features of an area or region in a way that shows their relative positions and elevations.

History of New Ulm

(notes)

History of New Ulm (post European settlement)

The idea for the City of New Ulm, a settlement of German immigrants, was conceived by Frederick Beinhorn in Germany

In 1854, the site of the present New Ulm was selected by the advance group. The name, New Ulm, was selected because many of the original settlers were from the Province of Wurttemberg, Germany, of which Ulm is the principal city.

The Indians mingled freely with New Ulm settlers in those days. Much trading was done between the Indians and the settlers of New Ulm

Native Settlements in New Ulm

·                     Native Americans lived (according to plat map) on a plateau just South of town.

·                     There, they had access to the river but were protected from the floodplain.

·                     They also had access to the plains south of them, but were protected from the winds that swept across the open land

·                     Native Americans needed to farm, hunt and fish.  Therefore they chose to live on land that provided them with access to all of those things while still being protected from the natural elements

German Settlements in New Ulm

·                     Germans settled on flat land next to the river because it provided them with good farming property

·                     Germans desired “open prairie land” and settled in New Ulm because of the familiar landscape

Dakota Conflict of 1862

·                     August 19^th, 1862- Sixteen settlers are killed in Dakota attacks in and around New Ulm. Settlers crowd into a small barricaded area of New Ulm's main street.

·                     August 23^rd, 1862- About 650 Dakota attack New Ulm a second time.  Most buildings in the town are burned.  Although 34 die and 60 are wounded, the town is successfully defended.

·                     August 25^th, 1862- About 2,000 New Ulm refugees (mostly women, children, and wounded men) load into 153 wagons or set off on foot for Mankato, thirty miles away.

·                     November 9^th, 1862- The 303 condemned Dakota are moved from the Lower Agency to Camp Lincoln, near Mankato.  While passing through New Ulm, the captives are attacked by an angry mob.  A few Dakota are killed and many injured.  (Meanwhile, the 1700 uncondemned are moved to Fort Snelling, near St. Paul.)

History of New Ulm

(notes cont…)

History of Schell’s Brewery

1850

August arrived in New Orleans and continued up the Mississippi and Ohio Rivers to Cincinnati where he worked as a machinist in a locomotive factory. It was here that he met the love of his life, Theresa Hermann. Theresa, also a German immigrant, and August wed in 1853.

In 1856, August, Theresa and their two baby daughters headed to Minnesota along with a group of fellow Germans known as the Cincinnati Turner Society. The Turner Society had heard from a group of German settlers in Southern Minnesota that their settlement was struggling to succeed. The two groups merged and formed the town of New Ulm.

1860

Once in New Ulm, August found a job as a machinist in a flour mill. But as the years passed, August realized that good German beer was difficult to find in such a small, rural area. In the fall of 1860, August partnered up with Jacob Bernhardt, a former brewmaster at the Benzberg Brewery in St. Paul, MN (what today was known as the Minnesota Brewing Company). They erected a small brewery just two miles from town along the banks of the Cottonwood River. During their first year of operation they produced 200 barrels of beer, a very small amount based on today’s standards.

1870

In 1866, Jacob Bernhardt became ill and decided to sell his share of the brewery. In order to command as high a price as possible August agreed to place the entire brewery up for sale to the highest bidder. August’s bid of $12,000 won out and he became the sole owner of the business.

The early years were good for the Schell family. August and Theresa raised six children: two sons; Adolph and Otto; and four daughters; Emma, Emelia, Anna and Augusta. The brewery flourished as additions were built to the existing brewery, many of which continue to grace the brewery grounds, a testament to the enduring legacy of Schell.

1880

In 1885, August and Theresa built the exquisite Schell Mansion on the brewery grounds, complete with formal gardens and deer park, all of which are listed on the National Register of Historic Sites. As August’s arthritis worsened, he would enjoy spending his days in the solitude of the gardens watching the constant hum and activity at the brewery.

August died on September 20, 1891 at the age of 63, leaving the brewery to Theresa with Otto as manager. While the brewery mourned the loss of its founder, Otto became its driving force. In 1902 the brewery was incorporated and Otto was elected president, his mother Theresa was elected vice-president, and his brother-in-law George became secretary-treasurer.