1. Brainstorm factors that would influence the location of a settlement. Show Have a whole class discussion about the settlement of students’ town. Write this question on the board: Why do you think our town is here? Students will have a variety of ideas related to industry, natural resources, access to transportation, food, water, and more. List their ideas below the question. Explain that they will be exploring the factors typically considered when creating a settlement in a particular location. Brainstorm the needs people likely had when deciding to build a town 100-200 years ago, before air and car travel were commonplace. Write a second question on the board: What factors would have been considered in deciding a town’s location in the 1800s? Students’ ideas will vary, but may include access to transportation routes such as rivers, railroads, highways, availability of food and water, and safety. List students’ ideas on the board, and explain that students may use these ideas as they try to determine settlement locations. Have students compare the lists and mark with an asterisk any factors that are included in both lists. 2. Discuss one ideal site location as a whole class. Explain that extensive settlement in the United States took place during the 1800s. How places were settled changed over time with new transportation technologies. Tell students they will be analyzing locations from 1800, 1830, 1860, 1890, and 1910. These represent different types of settlement and the changes in transportation that took place throughout the 19th century. Distribute a copy of the worksheet Site Map: 1800 to each student. Have them read the notes, then circle the letter at the location where they think a settlement was most likely to develop. Ask students to write their reasons for their choices. Engage the whole class in a discussion about their choices and their reasons, modeling the process they will use in small groups later. Explain that there are no wrong answers as long as students give good reasons for their choices. 3. Have students consider three ideal site locations on their own. Distribute to each student three worksheets: Site Map: 1830, Site Map: 1860, and Site Map: 1890. Have them study the maps and circle the letter on each map that represents the site where they think a settlement is most likely to develop. You can give students the option of placing an X instead of circling a letter if they think another location is a better site selection. Remind students that people selecting the sites recognized the importance of having access to transportation routes and natural resources. They also considered it important that living conditions be conducive to health, safety, and comfort. Students can make assumptions of their own based on the maps, in addition to the notes provided. 4. Have students work in small groups to reach consensus and present their decisions. Divide students into small groups and have them refer to the three site maps from Step 3 together. Ask each group to come to an agreement on the site it considers best for each map. Explain that compromise may be needed because students might have different ideas for the best sites. Explain that each group will need to defend its selection compared to those made by the other groups. After the groups have reached their decisions, have a spokesperson for each group present and defend the selections. Project each map from the provided gallery as it is discussed. As the groups defend their selections, make sure students realize they are making assumptions about the site and the settlers. Information not on the maps or in the notes may be just as important as information included. Ask: What is not included on these maps? Brainstorm a list of what is not included. 5. Have a wrap-up discussion. Have a whole class discussion. Ask:
6. Have students individually analyze the final site. Distribute the worksheet Site Map: 1910. Have students work independently to write a paragraph about each site indicating factors that make it a good selection and factors that make it not a good selection. Then have the students rank sites A, B, C, and D from first choice to last choice for a town settlement. One additional rank is provided for students to include an unlabeled site. Have them justify their rankings; also remind students to make sure their justifications align with the transportation available in 1910, not present day. Informal AssessmentCheck students’ paragraphs for Site Map: 1910 for ideas synthesized from the class discussions about the pros and cons of different locations for site selection. Responses will vary, but students must defend their ideas. Extending the Learning
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Learning ObjectivesStudents will:
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Skills SummaryThis activity targets the following skills:
Connections to National Standards, Principles, and PracticesNational Council for Social Studies Curriculum Standards
National Geography Standards
Common Core State Standards for English Language Arts & Literacy
The College, Career & Civic Life (C3) Framework for Social Studies State Standards
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Background InformationDetermining where to settle land has always depended on a variety of factors, including proximity and accessibility to needed resources. Locations of landforms such as rivers, mountains, and bays has influenced where towns and cities were built. Advances in transportation—including efficient river travel, railroads, and automobiles—influenced the settlement and growth of cities and towns across the United States. During the 19th century, the United States expanded to include all but five of its 50 states (Oklahoma, New Mexico, Arizona, Alaska, and Hawaii all received statehood in the 20th century), and settlements were established throughout the country. Examining the landforms of a state and the changes in transportation help in understanding the “why of where” and that settlement of land is not random. Vocabularyfactor Noun element contributing to an event or outcome. Noun position of a particular point on the surface of the Earth. map skills Noun skills for reading and interpreting maps, from learning basic map conventions to analyzing and comprehending maps to address higher-order goals. settlement Noun community or village. settler Noun person who migrates and establishes a residence in a largely unpopulated area. spatial decision-making Noun understanding and solving problems based on knowledge of the relationship between objects or organisms. town Noun human settlement larger than a village and smaller than a city. Video
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