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- Outline maps of the world
- Desk atlas
- Textbook
- Internet access
- Colored pencils
- Have students create a route map of the primary travels of their selected explorer from Session 2. Give each student an outline map of the world (see Xpeditions Atlas: Maps Made for Printing and Copying. National Geographic at <http://www.nationalgeographic.com/xpeditions/atlas/>). Allow students to use a desk atlas, the textbook, and other resources as necessary to research the route(s). Have students plot with colored pencils their explorer’s route(s) on the map and write the explorer’s name and date of exploration beside each route.
- Have students note five to eight major stops or destinations of their explorer’s exploration. These stops or destinations may be designated by their current names. Have students create a worksheet that traces the route of the explorer by using the longitude and latitude of each destination. For example, students might trace Columbus’s voyage of discovery by designating the starting point of the voyage according to its longitude and latitude; from that point, Columbus’s route across the Atlantic could be traced to the longitude and latitude of the next destination, and then to the next until his complete route has been traced.
- Once students have completed tracing the routes, provide each student with a blank outline map of the world, and have each student trade his/her route instructions with a partner. The partner should attempt to trace the route of the explorer, using the longitude-latitude instructions provided. Students may not consult with one another if the instructions are unclear, but are to do the best they can with the provided instructions.
- Once students are done, have them compare their routes with their classmates’ original maps drawn at the beginning of the session. Help students realize how important it was for explorers to have accurate maps and/or instructions, and to recognize the possible perils of going in varied directions.
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