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Anne Brinkley
University of Richmond
Introduction
US and Virginia History
Length of Lesson: 45 minutes
VA Standards of Learning: 1.4- The student will:
Develop map skills by locating Washington, D.C., the capital of the United States,
and Richmond, the capital of Virginia, on a United States map.
Cognitive Objectives
The student will:
o Locate areas on a map.
o Interpret simple maps and globes.
o Use maps of familiar objects or areas.
o Differentiate colored symbols on maps and globes.
Materials/Technology and Advanced Preparation
Technology for googlemaps to demonstrate locations
Globe
Classroom pull down map
Map worksheet to color
Crayons
Teaching and Learning Sequence
Introduction/Anticipatory Set –
Review yesterdays lesson about locating the United States and Virginia on the
map and globe with the class.
Go over the shape of each and where they are located.
Have students take turns coming to the front of the room to show the rest
of the class where each is located on a map or the globe.
Remind them how they found each of these on computer maps as well
yesterday.
Ask students to tell you what identifies the bodies of water on either a
map or a globe?
Ask students which direction is North on each of the map and globe?
Let students know that today they will learn exactly where the capital of the
United States of America, Washington, D.C. and Richmond, Virginia are located.
Tell them we are going to work on finding them each in many different map
types and we will also make our own maps.
Lesson Development –
Begin by asking students if they know where Washington D.C. is located.
Allow a few students to come to the front and demonstrate their ability to show the class where it
is.
Ask students who has actually been to Washington D.C. before.
When did the go? Why did they go? What did they see?
Write some of this information on the board under “Washington D.C.”
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Anne Brinkley
University of Richmond
Ask if anyone knows where Richmond, Virginia is located on the map/globe.
Allow a few students to come to the front to demonstrate their ability to show the class where it is.
Ask students if they know why we are locating Richmond, Virginia
Pull up googlemaps and enter both locations to show students information about each. Show students
how you can zoom in on each location to see more detail and learn more. Show them how you can
keep a further or more distant view to see the surrounding areas.
Make sure to inform students that these are not live pictures or not always very up to date pictures.
But, that it is still a great way to look at information and see where things are located.
Have students work in groups to look at each area on the computer and search other sites loaded on the
desktop of the classroom computers for this assignment. A few are below.
World Atlas Information
USA Map Information
Closure –
Tell students they will be making their own maps of the United States of America. They will need to
be able to clearly label the following:
Richmond, Virginia
Washington, D.C.
North, South, East, West
The shape of Virginia
Bodies of water (not their names but where they are and how to identify them)
Homework
none
Assessment
Formative –
o Anecdotal notes will be kept on how students participate in class discussion as well as
observations will be made on how well they seem to understand reading the map.
Summative –
o Students will turn in their maps which will be assessed based on the following rubric.
Evaluation
Use the following three-point rubric to evaluate students' work during this lesson.
Three points: Students actively participated in class discussions; used the research materials wisely
and without teacher guidance; and created finished maps that correctly met all established criteria.
Two points: Students somewhat participated in class discussions; used research materials with
limited teacher guidance; and created finished maps that correctly met most of the established
criteria.
One point: Students somewhat participated in class discussions; were unable to use research
materials without teacher assistance; and either did not finish their maps or produced maps that
were missing a majority of the established criteria.
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Anne Brinkley
University of Richmond
References
Virginia Department of Education, History and Social Science Standards of Learning for
Virginia Public Schools (2008)
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Anne Brinkley
University of Richmond
Instructional Content and Strategies Organizer
Instructional Content
map: A drawing that shows what places look like from above and where they are located
globe: A round model of the Earth
symbol: A picture or thing that stands for something else
cardinal directions: The directions of north, east, south, and west
Instructional Modifications to ASSIST Instructional Modifications to CHALLENGE
Major Instructional Strategies
Weakest Students Strongest Students
Pair with a stronger student for Identifying locations on maps and Pair with a weaker student to
assistance for technology globes. give the opportunity for them to
guidance. Use of technology to assist in lesson. teach and explore further
Offer assistance during map Use of prior knowledge to build on horizons.
making to assure student concept lesson. Have student expand their map
and understanding of map project by adding further detail
location. and/or locations.
