Statistical War Map Analysis
by Julie Ladwig
Download a copy of this Learning Experience
Students will mathematically analyze several sets of statistics related to populations and sub populations in 1860 and during the Civil War. They will determine percentages, compare and solve proportions, and make judgments and conclusions about the time period, the maps, and the numbers provided.
The primary source maps offer a unique view into maps and characteristics of maps that were important at this time.
Overview
- Subject:
- Math
- Time Required:
- Two 45 - 60 minute class periods.
- Grade Range:
- 6 - 12
- Understanding Goal:
- Numeric data provided from multiple primary map sources allows students to see both objective data about slavery and get insight into the culture of the time simultaneously. Using real, emotionally-charged data to learn the concepts of percentages and proportions encourages understanding.
- Investigative or Essential Question:
- How can primary source maps teach us about issues in our past culture? How can numerical data from primary sources be used to further strengthen or cause us to question our prior beliefs? Can emotionally-charged issues be considered in an objective light?
Materials
- Purpose of Library of Congress Items:
- These primary sources show the use of proportions in historic context and show the value of objective, real-world data in an important series of historic events.
- Library of Congress Items:
- Bibliographical Information can be found in the PDF of this Learning Experience.
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- Additional Materials:
- Required Vocabulary:
- percentages, proportions, census
- Prior Content Knowledge:
- Students will know how to solve proportions and how to determine simple percentages and percent increase/decrease. Students will need to convert decimals to percents and will need to use rounding.
- Technology Skills:
- Students will need to use calculators to determine percentages and to solve proportions.
Standards
- Illinois Learning Standards:
- 6A3, 6B4, 6C3a, 6D3, 6D4, 8D3b, 10A3c, 10A4a, 10A4c
- For information on specific Illinois Learning Standards go to www.isbe.state.il.us/ils/
Actions
- Description of Teacher Actions:
- Distribute the first map, Historical War Map, with all dated items covered and have students answer questions 1-3 on handout.
- Check first answers, allowing students to remove covers and continue with questions.
- Review finding basic percentages of a total amount as part/whole so that students may continue to work on activity packet through question 11.
- Discuss analysis of map and data up to this point.
- Distribute second map, Statistical Map of US, with election and war-time related statistics.
- Review finding the percent of increase or decrease as difference/original, the forms of a proportion, comparing proportions, and solving proportions by cross multiplying so students may complete Part IV of packet.
- Monitor student participation in step 5, final thoughts, ensuring everyone writes something for each question.
- Lead discussion on use of primary sources as data sources and numeric data as an insight to a culture.
- Evaluate students based on completion of handouts and participation in discussion. Perhaps collect the last page of questions as a grade.
- Best Instructional Practices:
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Teaching for Understanding
Students use calculators to solve proportions and find percentages. Students show understanding in the 'drill and practice' aspect of the activity. By practicing a process over and over, it becomes second nature.
Differentiated Instruction
Students are involved in differentiated instruction because multiple intelligences are addressed and different skill sets are used. Students use cognition and basic math skills to work with numbers. Students use their affective domain and subjectivity, logic and reasoning to analyze the value of the sources, data, and insights they provide.