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Students practice analyzing and constructing maps and other geographic representations to explain relationships between people and the environment, while also using context to determine intended meanings of words and phrases. The lesson includes learning objectives, essential/focus questions about New Hampshire’s physical and human characteristics, materials and equipment, an educator rationale, and structured activities such as pre-assessment, guided practice, and categorizing brainstormed map purposes.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lesson-11-map-vocabulary-and-introduction-unit-1-new-hampshire-geography/409952/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lesson-11-map-vocabulary-and-introduction-unit-1-new-hampshire-geography/409952.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the pre-assessment in this lesson?","Question",{"text":113,"@type":114},"The pre-assessment helps educators understand which students need more practice with map vocabulary and which students are on target with the learning goals.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do students determine the intended meaning of words and phrases in this lesson?",{"text":118,"@type":114},"Students use context to determine intended meanings, including when words or phrases have multiple meanings or non-literal meanings.",{"name":120,"@type":111,"acceptedAnswer":121},"What activities are included in Part 1 of the learning activities?",{"text":122,"@type":114},"Part 1 includes activation to brainstorm map purposes, followed by a mapping pre-assessment using a “Map Vocabulary” worksheet and guided practice activities to reinforce vocabulary.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},409952,1790981600,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Lesson 1.1 “Map Vocabulary and Introduction”Unit 1: New Hampshire Geography  \nLesson Objectives Lesson Competencies  \n• Students will practice introductory map skills.  \n• Students will use class resources to complete vocabulary classwork about maps and geography.  \n• I can analyze, use, and construct maps and other geographic representations to explain relationships between people and the environment. ( Moose SS)  \n• When appropriate, I can use context to determine intended meanings of words and phrases. (ELA 1)  \n• I can determine intended word/phrase meaning when multiple meanings or non-literal meanings are possible.(ELA 2)  \nEssential Questions  \nFocus Questions  \nEstimated Time  \nMaterials & Equipment  \nHow has New Hampshire come to be the way it is?  \nWhat physical and human characteristics define New Hampshire?  \nTwo 40-minute class sessions, although vocabulary activities can be extended as desired  \nVocabulary materials as needed for selected activities  \n“Moose on the Loose: Analyze It: Understanding Maps” video (video can be accessed by going to [https://moose.nhhistory.org/analyzing](https://moose.nhhistory.org/analyzing)resources and scrolling down to the “Interpreting Maps” card  \nClass set of “Town Boundaries Map”  \nClass set of “Analyze It! Town Boundaries Map” worksheet  \nEducator Introduction & Rationale  \nMapping and knowledge of mapping vocabulary are vital skills in the classroom and in life. A core part of all social studies standards, proficient map skills allow students to engage in learning throughout all grades as well as grow into productive citizens who can function effectively in society.  \nThis lesson is the first lesson in Unit 1 : New Hampshire Geography and is designed as a two-part lesson to introduce students to map vocabulary as well as basic map skills. In the first part, the educator gives students a pre-assessment to understand how familiar they are with map vocabulary, then selects vocabulary activities from a variety of options for students to engage in . In the second part of the lesson, students use the “Moose on the Loose” Social Studies methods process to Encounter, Investigate, and Build upon a current-day map of New Hampshire . At the end of the lesson students are asked to utilize what they learned to complete another vocabulary activity, a valuable tool in understanding the students’ growth from start to end of the lesson . Please adapt all the material in this lesson, as necessary, to meet the needs of the students in your classroom .  \nThere are reinforcement activities suggested at the end of the lesson for students who may need more help with the concepts and vocabulary of the lesson . There are extension activities suggested for students who are ready to extend the learning in the lesson .  \nLearning Activity  \n PART 1    \nActivation What are maps for? Generate ideas about the purpose of maps by  \nbrainstorming in the classroom . Have students talk in groups first or give them individual thinking time so that everyone has something to contribute in discussion . Make a list on chart paper to display for the class and invite students to add to it even after the discussion has finished. Possible responses:  \n• To know where you are  \n• To catch a bus or subway train  \n• To show directions to somewhere  \n• To show where something is, like food, water, or treasure  \n• To show physical features like how high, how low, how flat, how dry the earth is  \n• To represent information, like amount of people, natural  \nresources, weather, or country borders  \n• To show something that happened in history, like a battle orthe Oregon Trail  \nAs students brainstorm, try to categorize their answers so that patterns emerge and they can make connections.  \nMapping pre-assessment. It is good practice to pre-assess students’ knowledge of content in the lesson so that you are aware which students may need more practice with skills and which students are on target with learning goals. Distribute th","cbCaiawahiloZ02g","https://ap.wps.com/l/cbCaiawahiloZ02g","pdf",259212,"English","# Lesson 1.1 “Map Vocabulary and Introduction”\n## Unit 1: New Hampshire Geography\n## Lesson Objectives and Lesson Competencies\n## Essential Questions and Focus Questions\n## Estimated Time and Materials & Equipment\n## Educator Introduction & Rationale\n## Learning Activity - Part 1\n## Activation and Mapping Pre-Assessment\n## Guided Practice - Map Vocabulary","[{\"question\":\"What is the purpose of the pre-assessment in this lesson?\",\"answer\":\"The pre-assessment helps educators understand which students need more practice with map vocabulary and which students are on target with the learning goals.\"},{\"question\":\"How do students determine the intended meaning of words and phrases in this lesson?\",\"answer\":\"Students use context to determine intended meanings, including when words or phrases have multiple meanings or non-literal meanings.\"},{\"question\":\"What activities are included in Part 1 of the learning activities?\",\"answer\":\"Part 1 includes activation to brainstorm map purposes, followed by a mapping pre-assessment using a “Map Vocabulary” worksheet and guided practice activities to reinforce vocabulary.\"}]","Lesson 1.1 - Map Vocabulary and Introduction - Unit 1 - New Hampshire Geography | PDF",1790583769,25]