Plot of
Lesson Plan
Grade level(s): 9-10, (Can be used and adapted for 8th grade
level.)
Time frame: 1-2 days in or out of class
Subject matter: Scale diagrams/scale models, area, perimeter
Teacher information:
Julie
Caluwe Ladwig
Southern
Lesson Plan Description and Rationale:
Using
a hand drawn plot of the American forces’ camp at Tippecanoe and a historical
account of the plot, students will create a legend (scale) for the illustration,
determine the area and perimeter of the plot, and write several paragraphs
about their procedures as well as a discussion of the apparent pros and cons
of relying on either type of source of information.
Area, perimeter, and use of scale diagrams are all topics in basic
geometry and in most integrated courses as well.
Seeing these often text-book contrived topics applied in a real historical
context should prove more interesting and relevant.
State Standards:
STATE
GOAL 6: Demonstrate and apply a
knowledge and sense of numbers, including numeration and operations (addition,
subtraction, multiplication, division), patterns,
ratios and proportions.
6.D.4 Solve problems involving recipes or mixtures, financial
calculations and geometric similarity using ratios, proportions and percents.
STATE
GOAL 7: Estimate, make and use measurements
of objects, quantities and relationships and determine acceptable levels of
accuracy.
7.A.4b Apply formulas in a wide variety of theoretical and
practical real-world measurement applications involving perimeter, area, volume,
angle, time, temperature, mass, speed, distance, density and monetary values.
7.B.5 Estimate perimeter, area, volume, and capacity of irregular
shapes, regions and solids and explain the reasoning supporting the estimate.
7.C.4b Interpret scale drawings and models using maps and blueprints.
7.C.4c Convert within and between measurement systems and monetary
systems using technology where appropriate.
Objectives:
Students
will use the written description of the region and an “un-scaled” map to create
a scale and determine the area and perimeter of the region.
Students will clearly explain their process for determining the scale
in writing. Furthermore, students will
discuss, in paragraphs, the accuracy and reliability of types of historical
documents and the pros and cons to using each type.
Resources:
|
|
Hallenberg, Adolph. “Plot of |
Historical
Text
The
camping ground was a spot of high oak land rising several feet above a marshy
prairie fronting it on the southeast, and extending to the Indian town. The
height at the west bank of this tract was much greater and overlooked a small
prairie, through the edge of which, near the border of the camping ground,
ran a small stream, now known as Burnett's creek. This stream was skirted
on either side by a dense growth of willow and other shrubs. The place was
an admirable camping ground, but it afforded every facility for a night surprise,
which was just the kind of an attack meditated by the Indians. General Harrison,
familiar with the methods of Indian warfare, was ever ready for emergencies.
To offset this danger, he ordered his army to encamp in readiness for battle,
the men sleeping upon their arms. The front, or southeast, and rear lines
along the creek were guarded by columns of infantry, separated on the north,
or left flank, by about 159 yards, but at the right, or south end, where the
ground approached an abrupt point, the front and rear lines were but about
eighty yards distant. This flank occupied a line about 150 yards north of
the point, and was composed of Captain Spencer's company of eighty mounted
riflemen. This company was known as the Yellow-jackets, because of the color
of their uniform. The left flank was more exposed and consisted of 120 mounted
riflemen, under command of Major-general Wells, of the
The
rear line, facing Burnett's creek, was occupied by Major Baen's
battalion of
Beard,
Reed. “The
Press.
W. B. Conkey Company.
http://www.rootsweb.com/~usgenweb/ky/tippecanoe/chapter5.html
USGENWEB
NOTICE: In keeping with our policy of providing free information on the Internet,
data may be freely used by non-commercial entities, as long as this message
remains on all copied material. These electronic pages cannot be reproduced
in any format for profit or other presentation.
Methods:
Students
are put into groups of 1 to 3 and are given a copy of the plot of the
There
is no legend (scale) on the map of the battleground of
The
camping ground was a spot of high oak land rising several feet above a marshy
prairie fronting it on the southeast, and extending to the Indian town. The
height at the west bank of this tract was much greater and overlooked a small
prairie, through the edge of which, near the border of the camping ground,
ran a small stream, now known as Burnett's creek. This stream was skirted
on either side by a dense growth of willow and other shrubs. The place was
an admirable camping ground, but it afforded every facility for a night surprise,
which was just the kind of an attack meditated by the Indians. General Harrison,
familiar with the methods of Indian warfare, was ever ready for emergencies.
To offset this danger, he ordered his army to encamp in readiness for battle,
the men sleeping upon their arms. The front, or southeast, and rear lines
along the creek were guarded by columns of infantry, separated on the north,
or left flank, by about 159 yards, but at the right, or south end, where the
ground approached an abrupt point, the front and rear lines were but about
eighty yards distant. This flank occupied a line about 150 yards north of
the point, and was composed of Captain Spencer's company of eighty mounted
riflemen. This company was known as the Yellow-jackets, because of the color
of their uniform. The left flank was more exposed and consisted of 120 mounted
riflemen, under command of Major-general Wells, of the
The
rear line, facing Burnett's creek, was occupied by Major Baen's
battalion of
Above
excerpt from: http://www.rootsweb.com/~usgenweb/ky/tippecanoe/chapter5.html
In
a paragraph, explain how you developed your legend (scale). Be
specific in explaining what you used from the text and what logic you used
in determining where the columns of infantry were.
Using
your legend, determine the dimensions of each side of the pentagonal
region Harrison’s forces used as their campground and find the perimeter of
the plot. Write the perimeter on your plot (be sure to label it so I
know what it is).
Find the area of the pentagonal plot (in square yards). To
do this you will need to divide the pentagon into smaller regions (that you
know how to find the area of) and add to find total area of the identified
campground (the whole pentagon). Show how you broke down the region into
workable shapes by drawing heavy lines on the plot. Write the area of
the campground alongside your legend and perimeter on your copy of the plot. Again,
label this clearly.
How
many acres of land was
In
a paragraph or two, discuss the following. Do you think the dimensions
in the historical account are reasonable. Also,
does the map appear to actually be drawn to scale based on this information? What
elements on the map or parts of the map suggest it is, or is not, drawn to
scale. Be specific.
In
a paragraph or two, discuss the following. Which would you trust as
a more reliable source of information; drawn maps of historical regions or
written accounts of events in regions? Could the answer be different
based on circumstances? In what ways could each source type be inaccurate? What
are the pros and cons of accepting each as true?
Evaluation:
If
the activity were to be worth 100 points.I would suggest a break
down as follows:
| The
map: |
legend
(reasonably determined based on size it was copied at) Area
of plot (correct for their legend) Perimeter
of plot (correct for their legend) Acreage
of plot (correct for their area) |
15
points 15
points 10
points 10
points |
| The
paragraphs: |
1
P; how was legend created 1-2
P; discussion of apparent accuracy of 1-2
P; discussion of trust in types of sources/ |
10
points 15
points 15
points |
| Teamwork: |
worked
well together/member did his/her part |
10
points |
Keywords for this lesson: area, perimeter,
scale model, scale diagram