Thinking Spatially Using

Introduction About the lessons Thinking Spatially Using GIS is a book of computer activities, data, and resources that can help introduce students at young ages to mapping concepts, GIS, geography, and other relevant topics. Because the lessons cover topics that you are already teaching in social studies, geography, history, life science, and earth science, we think you’ll find it to be a valuable supplement to your cur- rent textbook or curriculum. We’ve designed these lessons to help your students get excited about exploring the world around them while stepping into the world of contemporary computing and the smart maps of geographic information systems. The book comes with a copy of ArcExplorer Java Edition for Education (AEJEE) GIS software. Students will use this software to work through the lessons. This means that your students will be learning to use GIS tools that are similar to those being used by professionals around the world. And they will be using tools that they are increasingly likely to encounter in the future, whether it is in middle or high school, college or technical school, or as a citizen on the Internet.

Where to begin Before you start using the book in class, we recommend that you do the following: 1. Finish reading this section and skim through this book and the student workbook to locate teacher and student materials. 2. Install the teacher resources, AEJEE software, and lesson data on your computer. (Besides being there for your own use, this can serve as a backup of the lesson data and teacher resources in case the disk is misplaced.) 3. Work through all of the lessons yourself. 4. Choose the lessons that you would like to present to your students. 5. Read the “Teaching the lesson” section of the teacher materials for ideas on how to present the lessons you choose. 6. Install the AEJEE software and lesson data on student computers. (Refer to “Setting up the software and data” later in the next section, and the detailed software and data installation guide at the back of the book.) 7. Work through the lessons of choice with your students.

1 Our World GIS Education: Thinking Spatially Using GIS

Modules The modules in this book present spatial thinking concepts. Each module has a theme on spatial thinking. In module 1, the theme is location — of places (absolute and relative) and the characteristics of locations. In module 2, the theme is classification — making sense of the world by organizing the things in it into categories and quantities. In module 3, the theme is movement and patterns — the migration of humans and the patterns that result. In module 4, the theme is analyzing change — over space (spatial analysis) and over time. While all of the modules are designed to be appropriate for elementary school, some are more appropriate for certain grades.

Module Appropriate grade levels 1 3rd through 6th grade 2 4th through 6th grade 3 5th through 6th grade 4 4th through 6th grade You can teach each module independently of the others, and you should tailor the material to suit the specific needs of your class and curriculum. Each module consists of two or three lessons. Within some modules, the lessons build on each other. This is true in modules 1 and 2, while the lessons in modules 3 and 4 can be presented independently of one another.

Module Recommended order 1 Lessons 1 and 2 should be presented in order. 2 Lessons 1, 2, and 3 should be presented in order. 3 Lessons 1 and 2 can be presented independently. 4 Lessons 1 and 2 can be presented independently. You may also choose to present only one lesson within a module.

Prerequisite skills Students are expected to have basic computer skills such as using a mouse, highlighting text, and moving and closing windows. For a guide on preparing students to work with AEJEE software, refer to “Preparing students to work with AEJEE software” in the next section.

Prerequisite knowledge Students will get more out of the lessons if they have some of the prerequisite knowledge. The “Introducing the lesson” section of the teacher materials for each lesson has suggestions on what to review before students work through the GIS activities. For example, before working through the first GIS activity in module 1, students would benefit from understanding the major lines of latitude and longitude (e.g., equator, prime meridian, Tropic of Cancer, Arctic Circle) and how they divide the world into hemispheres and zones or regions (e.g., tropics).

2 Introduction

How the materials are organized This book contains teacher materials for each lesson, including the following: • A lesson overview, including estimated time and list of materials for the lesson, objectives, a list of the GIS tools and functions encountered in the activity, and a list of national geography standards related to the lesson. • Notes about teaching the lesson, including suggestions for introducing the lesson, teacher tips on how to conduct the GIS activity, things to look for while students are working, and how to conclude the lesson. Ideas for extending the lesson are listed as well. • A list of Web sites with information related to the lesson. • Student activities and worksheets with answers. The accompanying student workbook contains GIS activities, worksheets, and handouts. Options for providing these materials to your students include ordering copies of the student workbook, photocopying the student workbook pages, or printing out the student workbook pages from the files on the CD. The software, data, and resources CD has three separate installations: the AEJEE software, a student data folder, and a teacher resources folder. The teacher resources folder (OurWorld1_teacher) includes the following: • Digital documents (PDF format) of the student activities, worksheets, and handouts required by the lessons. • Digital documents (PDF format) of some of the teacher materials in this book, such as lesson overviews, teacher notes, and student activities with answers. The AEJEE software can be installed on Windows or Macintosh computers. (Refer to the section, “About the software and data.”) The student data folder (OurWorld1) includes the data that students will access and view with the AEJEE software. This folder needs to be installed on each student computer after the AEJEE software is installed. Inside the OurWorld1 folder, the data is organized by module.

Curriculum standards Each lesson teaches skills corresponding to National Geography Standards (Geography for Life: The National Geography Standards, 1994). The applicable standards for elementary school (grades K-4) and middle school (grades 5-8) are listed in each lesson overview. Matrices matching all lessons in the book to the National Geography Standards and to the National Technology Standards are also provided (see table of contents).

The companion Web site The book’s Web site, www.esri.com/ourworldgiseducation, places a variety of GIS resources and other helpful information at your fingertips. For example, you’ll want to check the Web site’s “Resources by Module” section for specific resources, Web links, or changes when you get ready to use a particular lesson. Solutions to common problems and any significant changes or corrections to the book will also be posted here.

3 Our World GIS Education: Thinking Spatially Using GIS

Taking it further After your students have completed the lessons you selected, you can do the following: • Challenge the students further in the “Extending the lesson” part of the teacher notes. • Challenge them with another AEJEE-based lesson that you download from ArcLessons on the ESRI website: www.esri.com/arclessons. • Have them put together a profile of your community and post it on the ESRI Community Atlas Web site: www.esri.com/communityatlas. Your school may be able to earn software through this program. • Find out who’s doing what with GIS near you and contact them for ideas. The following resources and suggestions can help: • ESRI GIS Education Community, http://edcommunity.esri.com • ESRI Education User Conference, www.esri.com/educ. • GIS Day Web site, www.gisday.com • GIS.com Web site, www.gis.com • Invite a GIS specialist from your city government or other local organization to do a presenta- tion on GIS for your class. • Challenge 5th or 6th grade students with lessons from level 2 in the Our World GIS Education series: Mapping Our World Using GIS. This book comes with a 365-day trial version of ArcGIS Desktop software (ArcView license). You may want to check with your district or state technology coordinator to find out if a district-wide or statewide software license already covers your school.

4 Introduction About the software and data

ArcExplorer Java Edition for Education software The lessons in this book use ArcExplorer Java Edition for Education (AEJEE) software. AEJEE is free software from ESRI that is provided on the CD at the back of this book. The software is also available for download from http://edcommunity.esri.com. AEJEE can be used to display and visu- alize geographic data, perform basic GIS analysis, and create basic map layouts for printing.

Setting up the software and data This book comes with a CD that contains AEJEE software for Macintosh or Microsoft Windows computers, as well as the data, student activities, and other documents required for the lessons. Refer to the installation guides at the back of the book for detailed system requirements and instructions on how to install the software, data, and resources. A copy of the data license agreement is also found at the back of the book. Note: It is important that you install the AEJEE software before installing the data, since the data will be installed in one of the AEJEE folders.

5 Our World GIS Education: Thinking Spatially Using GIS

If you do not feel comfortable installing programs on your computer or your students’ computers, please be sure to ask your school’s technology specialist for assistance. The software and data on the disk needs to be installed on your computer and all computers that the students will use to complete the GIS activities. The teacher resources should be installed on your computer, not on the student computers. Desktop shortcut. Consider creating an AEJEE shortcut icon on the desktop of each student’s computer so that students can quickly locate and start the AEJEE program. (Refer to page 256 and 266 for instructions on how to create a shortcut on a Windows-based and Macintosh computer, respectively.)

Student work folders. The activity instructions advise students to ask their teacher how and where to save their work. It is a good idea to have students save their work to a student folder. This way the original data is unaltered and can be used by multiple students. See the “Teacher notes” section of individual lessons for more information. Moving or deleting data. The installation program installs the data for all modules. If for some reason you decide to remove part of the data, be sure to keep entire module folders intact. For example, if you only plan to teach lesson 1 of module 2, you should keep the entire module 2 folder. Lessons within a module often share some data, and map projects are set up to find data in specific locations within a module folder.

Metadata Metadata (information about the data) describes the GIS data provided on the Software and Data CD. The metadata includes a description of the data, where it came from, a definition for each attribute field, and other useful information. Each data file has a corresponding metadata file in text (txt) format that can be viewed in any text editor (e.g., Notepad or Wordpad on the PC). A copy of each metadata file in XML format is also included, which can be viewed in ArcGIS Desktop software, if you happen to have it.

Preparing students to work with AEJEE software Students will get more out of the lessons if they have some basic computing skills. Here is a list of computer skills to review before students work through the GIS lessons. • Left-clicking, right-clicking (PC only), single-clicking, and double-clicking. • Clicking and dragging, for example, moving a window to a different location on the computer screen or zooming in using the Zoom In tool. • Moving the mouse to position the cursor. • Maximizing the AEJEE window. • Highlighting text to select and replace it. • Navigating to different data folders and selecting files. For example, to open a map (AXL file) for the lesson, students must navigate to the proper module folder. To add a layer (shapefile) to the map, students must navigate to the proper data folder.

6 Introduction

Note: Exercise instructions are written for Microsoft Windows users. Students working on Macintosh computers should review the Macintosh user guide at the back of the book. Here are general guidelines and hints for helping students work through the GIS lessons. See the “Teacher notes” section of individual lessons for more information. • For younger grades, lead students through the lessons. For example, perform one or more GIS actions while the students follow along, repeating your actions. This is effective for students with limited reading skills. • Allow one or more hours for each lesson. • If you plan to complete more than one lesson, book the computer lab for 2 or 3 days in a row if possible. • Modify the lessons to include your own questions and steps. • Data is installed locally on each student’s computer. If you are using the lessons with more than one group of students, you should create student work folders and have students save their work to these folders.

Troubleshooting ArcExplorer Once in a while, the software may not perform as expected. Often, simple solutions correct the sit- uation. For example, if a map layer does not display properly when you turn it on, turn the layer off and then turn it on again. This usually resolves the issue. A list of commonly encountered troubles and their solutions can be found on this book’s Web site, www.esri.com/ourworldgiseducation. If you have questions related to installing the software or you want to report a problem or error with the lesson materials in this book, you can send e-mail to [email protected] with your questions.

7 Our World GIS Education: Thinking Spatially Using GIS

Correlation to National Geography Standards

Module 1 Module 2 Module 3 Module 4 Standard Lesson 1 Lesson 2 Lesson 1 Lesson 2 Lesson 3 Lesson 1 Lesson 2 Lesson 1 Lesson 2 1. How to use maps and other geographic representations, tools, and technologies ✓ ✓ ✓ ✓ to acquire, process, and report information from a spatial perspective 2. How to use mental maps to organize information about ✓ ✓ ✓ ✓ people, places, and environments in a spatial context 3. How to analyze the spatial organization of people, places, ✓ ✓ ✓ and environments on Earth’s surface 4. The physical and human characteristics of places 5. That people create regions to interpret ✓ ✓ ✓ Earth’s complexity 6. How culture and experience influence people’s perceptions of places and regions 7. The physical processes that shape ✓ ✓ the patterns of Earth’s surface 8. The characteristics and spatial distribution of ✓ ecosystems on Earth’s surface Source: Geography Education Standards Projects. 1994. Geography for Life: National Geography Standards 1994. Washington, D.C.: National Geographic Research and Exploration.

8 Introduction

Module 1 Module 2 Module 3 Module 4 Standard Lesson 1 Lesson 2 Lesson 1 Lesson 2 Lesson 3 Lesson 1 Lesson 2 Lesson 1 Lesson 2 9. The characteristics, distribution, and migration ✓ of human populations on Earth’s surface 10. The characteristics, distribution, and com- ✓ plexity of Earth’s cultural mosaics 11. The patterns and networks of economic ✓ interdependence on Earth’s surface 12. The processes, patterns, and functions of human ✓ settlement 13. How the forces of cooperation and conflict among people influence the division and control of Earth’s surface 14. How human actions modify the physical ✓ environment

15. How physical systems ✓ ✓ ✓ affect human systems 16. The changes that occur in the meaning, use, distribution, and importance of resources

17. How to apply geography ✓ ✓ ✓ to interpret the past 18. How to apply geography to interpret the present ✓ ✓ ✓ and plan for the future

Source: Geography Education Standards Projects. 1994. Geography for Life: National Geography Standards 1994. Washington, D.C.: National Geographic Research and Exploration.

9 Our World GIS Education: Thinking Spatially Using GIS

Correlation to National Science Education Standards

Module 1 Module 2 Module 3 Module 4 Standard Lesson 1 Lesson 2 Lesson 1 Lesson 2 Lesson 3 Lesson 1 Lesson 2 Lesson 1 Lesson 2 A. Science as inquiry ● ♦ ● ♦ ● ♦ ● ♦ ● ♦ ● ♦ ● ♦

B. Physical science ● ● ● ♦ ♦

C. Life science ● ♦ ● ♦ ● ♦

D. Earth and space science ● ♦ ● ♦ ● ♦ ● ♦ ● ♦

E. Science and technology ● ● ♦

F. Science in personal and social ♦ ♦ ● ♦ ● ♦ ♦ ♦ perspectives

G. History and nature of science ● ♦ ● ♦ ● ● ● ♦ ● ♦ ● ♦ ● ♦ ● ♦

Key ● = grades K-4 standards ♦ = grades 5-8 standards

10 Introduction

Correlation to National Technology Standards

Module 1 Module 2 Module 3 Module 4 Standard Lesson 1 Lesson 2 Lesson 1 Lesson 2 Lesson 3 Lesson 1 Lesson 2 Lesson 1 Lesson 2 1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

2 ✓ ✓ ✓

3 ✓ ✓

4  ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

6 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Source: National Education Technology Standards for Students. 2007. International Society for Technology in Education.

MODULE 1 Orientation to spatial thinking: World exploration

Introduction Ferdinand Magellan’s expedition circumnavigated the globe in the early sixteenth century. Along the way, Magellan and his crew stopped at many places, crossed several oceans, visited different continents, countries, and cities, and crossed major lines of latitude (parallels) and longitude (meridians) many times. This module puts students in the role of navigator, using GIS as a tool to get them from place to place all the way around the world. They will identify and find places along the route, learn about sailing in places with little wind (the doldrums) and lots of wind (trade winds), measure the distance between stops, zoom in and pan the map to get a better view of the route, change the flat map to a globe, and turn the globe as they travel.

Lesson 1: Magellan crosses the Atlantic Ocean

Lesson 2: Magellan crosses the Pacific Ocean

13 Explorer Ferdinand Magellan’s expedition crossed the Atlantic Ocean, passing through two groups of islands as it sailed toward the east coast of South America. Module 1: Lesson 1

Magellan crosses the Atlantic Ocean

Lesson overview Students will follow the path of Ferdinand Magellan on the first half of his expedition’s circumnavigation of the globe — from Spain to the eastern coast of South America and across the Strait of Magellan to the Pacific Ocean. As they explore the world map, students will identify continents, countries, and cities along Magellan’s route and work with major latitude and longitude lines. They will also learn about the doldrums and trade winds. They will interact with the map to change the scale and appearance of the map and answer relevant questions about Magellan’s voyage. While lesson 1 and lesson 2 can be done independently, students would benefit from doing both lessons sequentially.

Estimated time Approximately 60 minutes

Materials The student activity can be found in the student workbook or on the Software and Data CD. Install the teacher resources on your computer to access it. Location: OurWorld_teacher\Module1\Lesson1 • Student activity: M1L1_student.pdf

Objectives After completing this lesson, students will be able to do the following: • Locate places on a world map • Identify major lines of latitude and longitude • Use cardinal directions to navigate from one place to another • Recognize the difference between small-scale and large-scale maps

15 Our World GIS Education: Thinking Spatially Using GIS

GIS tools and functions Open a map file Find a specific feature on the map Use the Identify tool to get information about a feature Zoom to the geographic extent of a layer that is active (highlighted) Zoom out to see more of the map (less detail) Measure distance on the map

Module 1: • Turn layers on and off • Activate a layer • Label features • Use the Pan Panel to pan (shift) the map (up, down, left, right)

Lesson 1 National geography standards

Standard K-4 5-8

1 How to use maps and other The characteristics and purposes The characteristics, functions, geographic representations, of geographic representa- and applications of maps, globes, tools, and technologies to tions — such as maps, globes, aerial and other photographs, acquire, process, and report graphs, diagrams, aerial and satellite-produced images, and information other photographs, and satellite- models produced images

2 How to use mental maps The location of Earth’s continents How perception influences peo- to organize information and oceans in relation to each ple’s mental maps and attitudes about people, places, and other and to principal parallels about places environments and meridians

3 How to analyze the spatial The spatial concepts of location, How to use spatial concepts to organization of people, distance, direction, scale, move- explain spatial structure places, and environments ment, and region on Earth’s surface

17 How to apply geography to How places and geographic How people’s differing percep- interpret the past contexts change over time tions of places, peoples, and resources have affected events and conditions of the past

M 16 L • • • • • Concluding thelesson • • • • The following are thingstolookforwhilestudentsare working onthislesson: • • • • Teacher notes allow you tomodifytheactivity toaccommodatethespecificneedsof your students. We recommend thatyou completethislessonyourself before completingitwithstudents. This will Student activity • • • • • Begin thislessonby reviewing theseconcepts: Introducing thelesson Teaching thelesson Has thisactivitychangedstudents’ ideasaboutmaps? How canGIShelpstudents tolearnaboutworldexplorers andtheirdiscoveries? Has thisactivityraisedanyquestions that studentswouldliketoexplore further? Ask studentsabouttheirimpressions ofMagellan andhiscircumnavigation. exploration oftheworldmap. anddiscoveriesEngage studentsinadiscussionabouttheobservations theymadeduringtheir Are studentsaware ofchangesinscaleastheyzoom inandout onthemap? Are studentsabletousethelegendsinterpret the maplayers? Are studentsanswering thequestionsinGISactivityastheywork through thesteps? longitude helpuslocateplacesontheearth?). (e.g., What are thespatial relationships between continents?How domajorlinesoflatitudeand As studentswork through thesteps,are theyfocusingontheunderlyinggeographicconcepts should save theirwork. command (tosavemap).Please theirchangestoanew explainstudentswhere andhow they can useeithertheSave command (tosave theirchangestotheoriginalmap)orSave As We recommend thatstudentssave theirwork astheyprogress through theGISactivity. Students create aseparateanswer sheet. designed sothatstudentscanmark theiranswers directly onthesesheets.Alternatively, you can Throughout theGISactivity, studentsare presented withquestions. The GISactivitysheetsare groups or under thedirection ofateacher. Ideally eachstudentwillhave accesstoacomputer, butstudentscancompletetheactivitiesin as aclass. follow along. You canleadstudentsthrough theGISstepsandaskthem associatedquestions For younger grades,you canconducttheGISactivityasateacher-ledinwhichstudents How theSpanish andthePortuguese dividedtheworldbetween theminthe Treaty of Tordesillas ofMagellan’sThe importance circumnavigation andwhatitproved abouttheworld to cross theequator How windsconverge attheequator, creating andmakingithard thedoldrums forsailingships Map scaleandthedifference between large-scaleandsmall-scalemaps Circle) andhow theyare usedtodividetheworldintohemispheres andzones The majorlinesoflatitudeandlongitude(e.g.,equator, primemeridian,tropic ofcancer, Arctic Magellan crossestheAtlanticOcean 17

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

Extending the lesson • Have students research other circumnavigations and why Magellan’s voyage was so important. • Have students research the treaties between the Spanish and the Portuguese in the fifteenth and sixteenth centuries and how the line of demarcation changed over time. • Have students research the navigation equipment that Magellan used during his voyage.

References • http://www.ucalgary.ca/applied_history/tutor/eurvoya/ • http://www.nationalgeographic.com/volvooceanrace/geofiles/01/index.html • http://www.expedition360.com/home/circumnavigation.htm Module 1: Lesson 1

M 18 L Copyright © 2008 ESRI. All Rights Reserved. Answers appearinblue. Student activityanswerkey tion. LikeChristopherColumbus,Magellan believed hecouldgettotheSpice tosailcompletely around theworld. We callthisacircumnaviga- expedition Ferdinand Magellan, a Portuguese explorer born in 1480, led the ﬁrst the farsideofworldfrom Europe. Spice Islands were inrelation tothedividinglinebecauseislandswere on other valuable spicesthatcouldbefoundthere. But itwasunclearwhere the Both countrieswantedtoclaimtheSpice Islands becauseofthe cloves and world, andPortugal couldclaimlandsintheeasternhalf. Based onthisline,Spain landsinthewestern couldclaimnew halfof the divide theworldinhalfby drawingalinethatran through theAtlantic Ocean. were lands. eagertoconquerandclaimnew The twoworldpowers decidedto New the found WorldColumbus Christopher After Spain Portugal 1492, and in Magellan crossestheAtlanticOcean Module 1,Lesson1 (western) half of the world and the Portuguese (eastern) halfoftheworld. halfoftheworldandPortuguese(eastern) (western) This showstheapproximate locationofthedividinglinebetween Spanish Thinking SpatiallyUsingGIS Module 1:Lesson1 1 Date: ______Name: ______Magellan crossestheAtlanticOcean 19

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

Islands by sailing west. Magellan knew that he would have to sail around or through the Americas to do it.

Portugal turned down Magellan’s plan, but he won support from the king of Spain. Magellan thought he could ﬁnd a new route to the Spice Islands and perhaps claim those lands for Spain. In 1519, Magellan set sail with ﬁve ships and 270 men.

Let’s follow Magellan’s voyage and ﬁnd out the new route he discovered. Module 1:

Step 1: Start AEJEE. 1. Ask your teacher how to start the AEJEE software. 2. Click the Maximize button at the top right of the window. If you are not sure how to Lesson 1 do this, ask your teacher.

Now the AEJEE window ﬁlls your screen.

Step 2: Open the project. 1. Click the Open button. You see the Open window. 2. Choose OurWorld1 and click Open. Copyright © 2008 ESRI. All Rights Reserved. Copyright © 2008 ESRI. 3. Choose Module1 and click Open.

Thinking Spatially Using GIS Module 1: Lesson 1 2

M 20 L Copyright © 2008 ESRI. All Rights Reserved. 4. Choose MagellanAtlantic.axlandclickOpen. A mapoftheworldappearsonyour screen. Thinking SpatiallyUsingGIS Module 1:Lesson1 3 Magellan crossestheAtlanticOcean 21

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

Map window Module 1:

List of layers Lesson 1

On the left side you see a list of layers. Layers are used to show geographic data on GIS maps. Each layer has a name and a legend. You can turn each layer on and off. At the top of the window, you see menus and buttons that you will use during this activity.

Q1 Look at the continents on the map and ﬁll in the missing letters in the following statements. a. Europe is touching the continent of A S I A. b. The A T L A N T I C Ocean separates the continent of A F R I C A from South America. c. The P A C I F I C Ocean separates the continent of North America from A S I A.

Step 3: Locate the Spice Islands, also known as the Moluccas. 1. Turn on the Moluccas layer by clicking the box next to Moluccas.

Thinking Spatially Using GIS Module 1: Lesson 1 4

6. 5. 4. 3. 2. Close theIdentifyResultswindow. Q2 that continent. you clicked.On therightyou seeadditionalinformationabout continent the of name the see you left the On opens. window Results Identify The Click theMoluccasonmap. Click theIdentifytool.Itallowsyoutogetinformationaboutactivelayer. Click theContinentslayernametohighlightit.Itbecomesactive. Look onyourmapforasmallredareaintheFarEast.

with orlearnabout. Note: MakingalayeractivetellstheGISthatthisisyouwant towork c. b. a. What isthenameofcontinentwhere theMoluccas are found? Asia Oceania Australia Thinking SpatiallyUsingGIS Module 1:Lesson1 5 Magellan crossestheAtlanticOcean Moluccas 23

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

7. Turn on the Major Lines layer by clicking the box next to its name. It shows the major lines of latitude and longitude (e.g., the equator and the prime meridian).

Q3 What major line of latitude passes through the Moluccas? (Circle the correct answer.) a. Tropic of Cancer b. Equator Module 1: c. Tropic of Capricorn d. Prime meridian

8. Turn off the Major Lines layer by clicking the check mark next to its name. Lesson 1

Step 4: View Magellan’s route. You’ll turn on different layers to see where Magellan sailed.

1. Turn on the Countries layer by clicking the box next to Countries in the list of layers. The outlines of all the countries appear on the map.

2. Turn off the Continents layer by clicking the check mark next to Continents.

3. Turn on the Start layer by clicking the box next to its name. A red star appears show- ing where Magellan started his voyage.

The route Magellan followed around the world appears on the map.

Thinking Spatially Using GIS Module 1: Lesson 1 6

9. 8. 7. 6. 5. Turn ontheMajorLines layerinthelistoflayers. Close theIdentifyResultswindow. Click theredstaronmap.TheIdentifyResultswindowopens. Click theIdentifytool. Click theStartlayernametohighlightit.Itbecomesactive. Q6 Q5 Q4

d. c. b. a. the equatortoreturn point?(Circle tothestarting thecorrect answer.) Magellan at thered started starandtraveled west. How manytimesdidhecross window.) Spain isthiscityin?(Hint: LookontherightsideofIdentifyWhat country Results What isthenameofcitywhere Magellan beganhisvoyage? Seville Four times Three times Two times One time Thinking SpatiallyUsingGIS Module 1:Lesson1 7 Magellan crossestheAtlanticOcean 25

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

A true circumnavigation requires crossing the equator at least once.

Q7 Did Magellan spend more time north of the equator or south of the equator? (Circle the correct answer.) a. North of the equator b. South of the equator

The equator divides the world in half between north and south. Each half is Module 1: called a hemisphere.

Step 5: Follow Magellan as he starts his voyage in September of 1519 Lesson 1 and passes through two groups of islands. You’ll zoom in for a closer look at Magellan’s route.

1. Turn off the Moluccas layer by clicking the box next to its name.

2. Turn on the StudyArea1 layer. 3. Click the StudyArea1 layer name to highlight it. It becomes active.

Thinking Spatially Using GIS Module 1: Lesson 1 8

12. 11. 10. 9. 8. 7. 6. 5. Close theIdentifyResultswindow. Click thenextstop. Close theIdentifyResultswindow. Click theﬁrststopMagellanreachedafterleavingstartpoint. Click theIdentifytool. Click theStopslayernametohighlightit.Itbecomesactive. Q9 Magellan passedthrough twogroups ofislandsonhiswaytotheequator. Turn ontheStopslayer. Turn off theStudyArea1 layer. Q8 Q11 Q10

b. a. d. c. b. a. How didyour mapchange? correct answer.) What direction didMagellan have tosailreach theseislands?(Circle the What isthenameofgroup ofislandsatthisstop?Cape Verde Islands What isthenameofgroupIslands ofislandsatthisstop? Canary The mapshows lessdetail(smallerscale). The mapshows more detail(largerscale). Southwest Southeast North Northeast Thinking SpatiallyUsingGIS Module 1:Lesson1 9 Magellan crossestheAtlanticOcean 27

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS Module 1: Lesson 1

M 28 L Copyright © 2008 ESRI. All Rights Reserved. 6. 5. 4. 3. 2. 1. Step 7: You’ll ﬁndBrazil andselectitonthemap. ﬁnd it. the ocean.)Magellan thoughtthisheadlandcouldbeapassage.He wantedto headland isaplacewhere thelandisshapedlikea“head” andsticksoutinto Magellan wastoldaboutagreat headlandnearthesoutherntipofBrazil. (A Close theFindwindow. bottom ofthewindow. Click Selectatthe side ofthewindow. appears ontheright The information Click Find. list, clickCountries. In theLayerstoSearch type itcorrectly). Brazil (makesureyou In theValue box,type Click theFindbutton.Thewindowopens.

continent. that wouldprovide passageacross theSouth American Magellan sailedalongthecoastofBrazil lookingforaheadland Thinking SpatiallyUsingGIS Module 1:Lesson1 11 Magellan crossestheAtlanticOcean 29

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

The country of Brazil is now highlighted in yellow on your map. You’ll zoom out a little so you can see all of it.

7. Click the Zoom Out tool. 8. Place your mouse on the spot where Magellan’s route to Brazil crosses the equator. Module 1: Lesson 1

9. Click one time.

Q14 How did your map change? (Circle all the correct answers.) a. The map shows less detail (smaller scale). b. The map shows more detail (larger scale). c. The map shows a bigger area. d. The map shows a smaller area.

10. Click the Stops layer name to highlight it. 11. Click the Identify tool.

Thinking Spatially Using GIS Module 1: Lesson 1 12

M 30 L Copyright © 2008 ESRI. All Rights Reserved. Step 8: 16. 15. 14. 13. 12. Release themousebutton. your mapshowsthelengthoflineyouaredrawing. Drag yourmousetoMagellan’s stopinBrazil.Thegrayboxthetopleftcornerof Click andholdyourmouseonthestartingplaceofMagellan’s voyage. Click theMeasure toolandchooseNauticalMilesfromthelist. Close theIdentifyResultswindow. Magellan travel togethere? You willusetheMeasure tooltoﬁndout. Magellan stoppedhere tomakerepairs andstockuponfood.How fardid Q15 Before continuing,you willlabeltheStops. found it. looking fortheheadlandthathewastoldabout.Just southofBrazil, they Magellan and his ﬂeet left Brazil to sail along the east coast of South America, Q16 !NAUTICALMILEIS FEETINLENGTH s !REGULARMILEIS FEETINLENGTH s Nautical Miles are slightlylongerthanregular miles.

months afterstartinghisvoyage. Magellan reached theheadlandonChristmasDay, 1519, three the numbernextto Total.) 4,188.747nm(answers willvary) Look atthegraybox. How manynauticalmilesdidMagellan travel? (Hint: Use What isthenameofplaceinBrazil where Magellan landed?RiodeJaneiro Thinking SpatiallyUsingGIS Module 1:Lesson1 13 Magellan crossestheAtlanticOcean 31

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

1. Right-click Stops and choose Properties. This opens the Properties window. Module 1:

2. Click the Labels tab at the top. Lesson 1 3. Under Label features using, choose StopNumber. 4. Increase the Size to 12. 5. Click the box next to Bold to check it. 6. Click the Effects button. 7. Click the box next to Glow. 8. Click OK. 9. Click OK again.

Thinking Spatially Using GIS Module 1: Lesson 1 14

M 32 L Copyright © 2008 ESRI. All Rights Reserved. 4HERIVERMIGHTBETOOSTEEP s 4HEWINDMIGHTNOTBEBLOWINGTHERIGHTDIRECTION s 4HECURRENTMIGHTBETOOSTRONG s 4HECHANNELMIGHTBETOONARROW s )T s 15. 14. 13. 12. 11. 10. Close theIdentifyResultswindow. Click theriverthatleadsintoplacewhereMagellanexplored. Click theIdentifytool. Click theRiverslayernametohighlightit.Itbecomesactive. Turn ontheRiverslayerbyclickingboxnexttoitsname. continent. a placewhere shipscouldcross totheothersideof South American Magellan sentoneofhisshipstoexplore thislocation.He hopeditwas Look atthemapandﬁndStop4. To seethetipofSouth America,you willpanthemap. South America. forthewinter,north butMagellan decidedtosailsouthtoward thetipof Magellan lefttheriver inearlyFebruary of 1520.His crew wantedtohead Q18 Q17

s continent from thisplace?Possible answers includethefollowing: Why doyou thinkMagellan couldn’t sailhisshipstotheothersideof What isthenameofriver where Magellan’s crew explored? Parana The river doesn’t cross allthewaytoothersideofcontinent. ISHARDTOSAILUPARIVERINALARGESHIP Thinking SpatiallyUsingGIS Module 1:Lesson1 15 Magellan crossestheAtlanticOcean 33

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

16. Click the View menu and choose Pan Panel. Module 1:

You see a frame around your map. Each side of the frame has a small white arrow. By clicking one of these arrows, you can move or pan the map up (north), down (south), left (west), or right (east). Lesson 1 17. To pan south, click once on the white arrow at the bottom of the map.

Click once on the white arrow

Q19 What happened to your map? Describe the changes in your own words. The map moved up so that the area to the south is visible. The map is no longer centered on the equator. The southern tip of South America and the northern portion of Antarctica (below the Antarctic Circle) are now visible. The scale of the map did All Rights Reserved. Copyright © 2008 ESRI. not change.

Thinking Spatially Using GIS Module 1: Lesson 1 16

7. 6. 5. 4. 3. 2. 1. Step 9: Click Stop5(thestar). Click theIdentifytool. Click theStopslayernametohighlightit. Turn off StudyArea2. Click theZoomtoActiveLayerbutton. Click theStudyArea2 layernametohighlightit.Itbecomesactive. Turn onStudyArea2 byclickingtheboxnexttoitsname. Q20 the winter. He foundasafeharboratStop 5. Magellan’s ships.By lateMarch 1520,Magellan wasforced tostopandspend coast.Badtwo monthsalongthedeserted weather seriouslydamagedthree of Magellan’s shipsfacedstrong windsandbigwaves astheysailedforabout Q22 Q21

b. a. b. a. d. c. b. a. Follow Magellan’s route southalongadesertedcoast. (Circle thecorrect answer.) What majorlineoflatitudeissouththesouthern tipofSouth America? Look atyour map.Do you seemore detailorlessdetail? colder? MagellanAs sailedsouthtoStop 5,doyou thinkthetemperature gotwarmer or Less detail More detail Warmer Colder Antarctic Circle Arctic Circle Tropic ofCapricorn Equator Thinking SpatiallyUsingGIS Module 1:Lesson1 17 Magellan crossestheAtlanticOcean 35

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

Q23 What is the name of Stop 5? San Julian Magellan faced mutiny at this stop. A mutiny is when a group, like the crew on a ship, refuses to obey the person in charge, in this case, Magellan. Fortunately for Magellan, the mutiny failed and he punished the leaders.

8. Close the Identify Results window.

Step 10: Magellan discovered an ocean. Module 1: In October, 1520, more than a year after he began his voyage, Magellan and his crew found the headland they were looking for. They called it the Cape of THE%LEVEN4HOUSAND6IRGINS4HISIS3TOP Lesson 1 Q24 Click Stop 6 to ﬁnd out what this stop is called today. (Hint: Use the Identify tool.) Cape Virgenes

4W O SHIPSWEREBLOWNWESTOF3TOP-AGELLANTHOUGHTTHEYWERELOST(E found them in a deep, narrow channel of water (called a strait) that ran west- ward through the mountains. He followed this channel all the way across the tip of the South American continent. Copyright © 2008 ESRI. All Rights Reserved. Copyright © 2008 ESRI.

Q25 Click Stop 7 to ﬁnd out what this famous passage is called today. (Hint: Use the Identify tool.) Strait of Magellan

Thinking Spatially Using GIS Module 1: Lesson 1 18

1. Step 11: 5. 4. 3. 2. 1. Ask yourteacherhowandwheretosavework. Turn off StudyArea3. Click theZoomtoActiveLayerbutton. Click theStudyArea3 layernametohighlightit.Itbecomesactive. Turn ontheStudyArea3 layer. You canonlyseepartofthislayernow. Close theIdentifyResultswindow. Q26 The scaleofthemapchanged,soyou canseeabigger area.

b. a. Save yourworkandexit AEJEE. America? (Circle thecorrect answer.) What isthenameofoceanthatMagellan reached onthewest sideofSouth Pacific Ocean Atlantic Ocean Thinking SpatiallyUsingGIS Module 1:Lesson1 19 Magellan crossestheAtlanticOcean 37

Module 1: Lesson 1 Our World GIS Education: Thinking Spatially Using GIS

2. Click the File menu and choose Exit. Module 1:

Q27 Write a short paragraph explaining what Magellan accomplished to this point.

Lesson 1 (Hint: What bodies of water and what major lines of latitude did he cross? What continents and countries did he visited?) After leaving Spain, Magellan crossed the Atlantic Ocean sailing toward Brazil. When he got there, he searched for a place to cross the continent of South America. He eventually found this place and found an ocean on the other side—the Paciﬁc Ocean. Along the way, he crossed the equator and the Tropic of Capricorn.

Conclusion At this point, Magellan and his crew were the ﬁrst Europeans to cross the South American continent and reach the ocean on the other side. They still needed to cross a big ocean to reach the continent of Asia and ﬁnd the Spice Islands. With GIS, you have followed his path, gotten information about his stops, and measured distances along the way. In the next lesson, you will continue to follow Magellan’s exploration. Copyright © 2008 ESRI. All Rights Reserved. Copyright © 2008 ESRI.

Thinking Spatially Using GIS Module 1: Lesson 1 20

M 38 L

An orthographic map, shaped like a globe, shows the route that Magellan’s expedition followed as it sailed west across the Indian Ocean. Module 1: Lesson 2

Magellan crosses the Pacific Ocean

Lesson overview Students will follow the path of Magellan and his crew on the second half of their circumnavigation of the globe—from the west coast of South America, across the Pacific Ocean to the Spice Islands, and back to Spain. As they explore the world map, students will identify locations along Magellan’s route using latitude and longitude values, measure distances between stops, and work with a map projection. Based on their exploration of the world map, students will answer questions about what Magellan’s expedition accomplished. While lesson 1 and lesson 2 can be done independently, students would benefit from doing both lessons sequentially.

Estimated time Approximately 60 minutes

Objectives After completing this lesson, students will be able to do the following: • Locate places on a world map • Identify major lines of latitude and longitude • Use latitude and longitude values to locate features • Use cardinal directions to navigate from one place to another • Recognize the difference between a small-scale map and a large-scale map 41 5-8 The characteristics, functions, functions, characteristics, The globes, and applications of maps, aerial and other photographs, and satellite-produced images, models How perception influences peo- mental maps and attitudes ple’s about places How to use spatial concepts to explain spatial structure percep- differing How people’s and peoples, tions of places, resources have affected events and conditions of the past K-4 such as maps, globes, globes, such as maps, — graphs, diagrams, aerial and diagrams, graphs, and satellite- other photographs, produced images continents location of Earth’s The and oceans in relation to each other and to principal parallels and meridians spatial concepts of location, The move- scale, direction, distance, and region ment, How places and geographic contexts change over time The characteristics and purposes characteristics The representa- of geographic tions

Standard

How to use mental maps to organize information and places, about people, environments How to analyze the spatial organization of people, and environments places, surface on Earth’s to How to apply geography interpret the past How to use maps and other representations, geographic and technologies to tools, and report process, acquire, information

17 Open a map file a map Open (highlighted) that is active a layer extent of to the geographic Zoom MapTips) (called a feature place the mouse over you labels that appear when Add in the map extent of all the layers to the full geographic Zoom on the map distance Measure on and off layers Turn a layer Activate Change the map projection a map projection Customize 2 3 1 M L National geography standard National geography GIS tools and functions GIS tools • • • • 42 Our World GIS Education: Thinking Spatially Using GIS Spatially Thinking GIS Education: World Our Module 1: Lesson 2 • • • • The following are thingstolookforwhilestudentsare working onthislesson: • • • • • Teacher notes allow you tomodifytheactivityaccommodatespecificneedsof your students. We recommend you completethislessonyourself before completingitwithstudents. This will Student activity • • • • • Begin thislessonby reviewing theseconcepts: Introducing thelesson Teaching thelesson Are studentsaware ofchangesinthemapastheychange themapprojection? Are studentsabletousethelegendsinterpret the maplayers? Are studentsanswering thequestionsinGISactivityastheywork through thesteps? does changingthemapprojection affectwhattheyseeonthemap?)? (e.g., How How domajorlinesoflatitudeandlongitudehelpthemlocateplacesontheearth? As studentswork through thesteps,are theythinkingabouttheunderlyinggeographicconcepts • • Software notes should save theirwork. command (tosavemap).Please theirchangestoanew explainstudentswhere andhow they can useeithertheSave command (tosave theirchangestotheoriginalmap)orSave As We recommend thatstudentssave theirwork astheyprogress through theGISactivity. Students create aseparateanswer sheet. designed sothatstudentscanmark theiranswers directly onthesesheets.Alternatively, you can Throughout theGISactivity, studentsare presented withquestions. The GISactivitysheetsare the activitiesingroups orunderthedirection ofateacher. For oldergrades,ideally, eachstudentwillhave accesstoacomputer, butstudentscancomplete tions asaclass. along. Youfollowing canleadstudentsthrough theGISstepsandaskthemassociatedques- students with activity teacher-led a as activity GIS the conduct can you grades, younger For How theSpanish andthePortuguese dividedtheworldbetween them ofMagellan’sThe importance circumnavigation andwhatitproved abouttheworld What amapprojection isandhow onamap itchangestheshapeofearth How latitudeandlongitudeare usedtolocatefeatures precisely andonamap ontheearth Circle) andhow theyare usedtodividetheworldintohemispheres andzones The majorlinesoflatitudeandlongitude(e.g.,equator, primemeridian,tropic ofcancer, Arctic saved. Students willhave tosetMapTips againwhentheyreopen themap. If students closeAEJEEbefore completingtheGISactivity, theMapTips function isnot Students shouldmaximize thesoftware window before openinganAXLfile. Magellan crossesthePacificOcean 43

Module 1: Lesson 2

/ http://www.ucalgary.ca/applied_history/tutor/eurvoya l http://www.geocities.com/rolborr/magsuicide.htm m http://www.expedition360.com/home/circumnavigation.ht Have students research other circumnavigations and why Magellan’s voyage was so important. voyage why Magellan’s and other circumnavigations students research Have in the fifteenth and and the Portuguese the Spanish between the treaties can research Students time. changed over the line of demarcation sixteenth centuries and how used during his voyage. navigation equipment that Magellan the students research Have the GIS information from Using planning a circumnavigation. they are Ask students to pretend they would students write a description of the route have books, and the Internet, from map, along the way. take and the stops they would make and the layer Demarcation students turn on the Line of file, have the MagellanPacific.axl In to Orthographic Ask your and the Center Longitude to 150. the Projection Set layer. Moluccas half of the world. or the Portuguese in the Spanish are students if the Moluccas Engage students in a discussion about the observations and discoveries they made during their they made during about the observations in a discussion students Engage and discoveries of the world map. exploration and its circumnavigation. expedition of Magellan’s about their impressions Ask students experience their to world the of map flat a with working experience their compare to students Ask looks like a globe. with a map that working further? like to explore any questions that students would this activity raised Has and their discoveries? about world explorers can GIS help students to learn How ideas about maps? students’ this activity changed Has M L References • • • Extending the lesson Extending the • • • • • Concluding the lesson Concluding • • • • • • 44 Our World GIS Education: Thinking Spatially Using GIS Spatially Thinking GIS Education: World Our Module 1: Lesson 2 Copyright © 2008 ESRI. All Rights Reserved. Answers appearinblue. Student activityanswerkey 2. 1. Step 1: However, hehadnoideathePacific Ocean wouldbesobig! Ocean withthree ships,lookingforthecoastofAsiaandSpice Islands. than ayear. He hadlosttwoofhisfive ships.Now hewouldcross thePacific At thatpointinhisjourney, Magellan andhisfleethadbeenatseaformore for him. The strait,whichconnectedtheAtlantic andPacific oceans, waslaternamed America in1520.He namedtheoceanMar Pacifico, whichmeanspeacefulsea. when hisexpeditionsailedthrough anopening, or strait,nearthetipofSouth Ferdinand Magellan wasthefirstEuropean explorer toreach thePacific Ocean Magellan crossesthePacificOcean Module 1,Lesson2 4. 3. 2. 1. Step 2: your screen. Click theMaximizebuttonattopofwindow. NowtheAEJEEwindowfills Ask yourteacherhowtostarttheAEJEEsoftware. route onyour screen. When theproject opens,you seeamapof theworldshowing Magellan’s Click Open. Choose MagellanPacific.axl. Navigate toyourOurWorld1\Module1 folder. Click theOpenbutton.

Start AEJEE. Open theproject. Thinking SpatiallyUsingGIS Module 1:Lesson2 1 Date: ______Name: ______Magellan crossesthePacificOcean 45

Follow Magellan on his Paciﬁc voyage. Magellan on his Paciﬁc Follow

The map redraws, and you are zoomed in to the Pacific Ocean. in to the Pacific zoomed are and you The map redraws, You are going to focus on the area where Magellan began to cross the Pacific the Pacific began to cross Magellan where going to focus on the area are You Ocean. layer by clicking the box next to its name. on the StudyArea1 Turn layer name to highlight it. It becomes active. Click the StudyArea1 Click the Zoom to Active Layer button. Notice the list of layers on the left side. Layers are used to show geographic used to show are on the left side. Layers the list of layers Notice turn each can You has a name and a legend. data on GIS maps. Each layer see menus and buttons that you the top of the window, At on and off. layer will use during this activity. you 2. 3. 1. Step 3: M L 46 Our World GIS Education: Thinking Spatially Using GIS Spatially Thinking GIS Education: World Our Module 1: Lesson 2 Copyright © 2008 ESRI. All Rights Reserved. 4. 6. 5. (a minussignmeanssouth). Turn off theStudyArea1 layerbyclickingthecheckmarknexttoitsname. sign meanswest). The Y represents latitude The Xrepresents longitude and latitudeare usedtoidentifytheexactlocationofanyplace ontheearth. The numbersyou Longitude seerepresent longitude(X)andlatitude(Y). degrees west longitudeand14degrees southlatitude. Finally, onJanuary 25,they spottedasmallislandatapproximately 139 weak towalk,andtheyhadonlyenoughwaterforonesipaday. vitamin C.By mid-January 1521,more thanathird ofhismenwere too weeks, hismenbegantodieofscurvy, adiseasecausedby nothavingenough spotting land. Their foodsuppliesrotted andbegantodisappear. Aftersix without weeks for sailed ships the but Asia, of coast the find to hoped Magellan Move yourmouseuntilyoufindX:-139Y:-14 . window. Place yourmouseonthemapwhileyoulookinbottomleftcornerofAEJEE — east orwest oftheprimemeridian(aminus Thinking SpatiallyUsingGIS Module 1:Lesson2 3 — north orsouthoftheequator north Magellan crossesthePacificOcean 47

West South East North

What is the name of the island at this stop? P U K A P U K A Stop 8 location? Stop number is at this What stop of the prime meridian? east or west this location Is this location north south of the equator? or Is b. b. a. a. If you don’t see the MapTip, move your mouse away from the red star, then then from the red star, move your mouse away Note: If you don’t see the MapTip, move it back again.

Q4 The name of the stop appears in a small box called a MapTip. The name of the stop appears in a small box You can see the stop numbers, but you can’t see their names. You will turn on You see their names. can’t but you can see the stop numbers, You mouse place your see the name of each stop when you can so you MapTips on it. click). Stop 8 (don’t Hold your mouse over the red star at Q1 Q2 Q3 window opens. Click the MapTips button. The MapTips In the Layers list, scroll down and click Stops. Under Fields, click StopName. Click Set MapTips. Click OK.

12. 7. 8. 9. 10. 11.

M L 48 Our World GIS Education: Thinking Spatially Using GIS Spatially Thinking GIS Education: World Our Module 1: Lesson 2 Copyright © 2008 ESRI. All Rights Reserved. 5. 4. 3. 2. 1. Step 4: include theminussign!) Click theCenterLongitudebox,andchangevaluefrom0.0to-160.0.(Besure Scroll downinthelistuntilyouseeOrthographic,andclickit. Click thedrop-downarrownexttoProjection. In theSelectCoordinate Systemwindow, clicktheCustomtab. Click theTools menuandchooseProjection fromthelist. map. To follow Magellan’s route across thePaciﬁc, you willchangetheshapeof

They lefttheislandonJanuary 28, 1521, andsailedonward. Thinking SpatiallyUsingGIS Module 1:Lesson2 5 Magellan crossesthePacificOcean 49

What is the name of this stop? (Hint: Hold your mouse over the stop and read the the stop and read mouse over your Hold What is the name of this stop? (Hint: Guam MapTip.) What happened to your map? Describe the changes in your own words. words. own in your the changes map? Describe What happened to your The map is centered (like a globe). to round (like a rectangle) flat changed from The surface of the map appears curved. Ocean. on the Pacific Magellan’s route missed most of the Pacific islands where he islands where missed most of the Pacific route Magellan’s could have found food.

At this stop, native people carrying native clubs, spears, and shields surrounded this stop, At to kill and arrow, a type of bow used crossbows, ships. Magellan Magellan’s left in their canoes. people, called Chamorros, These native some of them. stole their water and food and used cannons to bomb their vil- Magellan in their returned of Chamorros fleet sailed away as hundreds lage. Magellan’s canoes to fight. When Magellan left Stop 8, he decided to head west and slightly north. By and slightly north. 8, he decided to head west By left Stop When Magellan ship 8, Magellan’s island at Stop after leaving the weeks five 4, about March enough to do any work. men strong ran out of food, leaving only a dozen 9. seemed hopeless, they spotted land at Stop 5, just when things March On Q6 Q5 Click OK. button. Full Extent Click the Zoom to Step 5: 7. 6. M L 50 Our World GIS Education: Thinking Spatially Using GIS Spatially Thinking GIS Education: World Our Module 1: Lesson 2 Copyright © 2008 ESRI. All Rights Reserved. 4. 3. 2. 1. Let goofyourmousebutton. Drag yourmousetoStop10or11(theyareontopofeachother). Click andholddownyourmousebuttononStop7. Click theMeasure toolandchooseNauticalMiles. across thePacific Ocean. traveled Before you turn the globe again, you will measure the distance Magellan Q7 three linesare explainedinthebox below. You seethree linesonthemap. Eachshows adifferent measurement. The

4HEPINKLINEISARHUMBLINE s 4HEBLUELINEISAGREATCIRCLEROUTE s 4HEREDLINEISASTRAIGHTLINEONTHESCREEN s When youmeasureonaprojectedmapin AEJEE, youseethreedifferentlines: Clear Measure Totals. Then tryagain. Note: Ifyoumake amistake, click theMeasure toolandchoose pointer) dependingonplacementofthemouse 8,0 64.67nm(Answers willvary voyage from South AmericatoAsia? Write theanswer here. in thegraybox. What isthegreat circle distancethatMagellan traveled onhis Look atthecurved bluelineonyour map andtheblue(geodesic)measurement

the entiretrip. points ifyouusedapieceofstringonrealglobetomeasurethedistance. shortest distanceinreallife. between twopoints, butbecausetheearthisround, itmaynotbethe Thinking SpatiallyUsingGIS Module 1:Lesson2 4HISLINEFOLLOWSTHESAMECOMPASSDIRECTIONFOR 7 )TISTHESHORTESTDISTANCEBETWEENTWO )TLOOKSLIKETHESHORTESTDISTANCE Magellan crossesthePacificOcean 51

Magellan decided to sail to the Philippines instead of the Spice to sail to the Philippines instead Magellan decided Islands.

You will zoom in for a closer look. zoom will You layer by clicking the box next to its name. on the StudyArea2 Turn At this point, Magellan decided to sail to the Philippines. To follow his route his route follow To to sail to the Philippines. decided this point, Magellan At will turn the globe again. you to the Philippines, Click OK. from the list. Projection menu and choose Click the Tools Click the Custom tab. 150.0 (no minus sign Click in the Center Longitude box, and change the number to this time). . Totals choose Clear Measure tool and Measure Click the 5. 4. 1. 2. 3. Step 6: 5. M L 52 Our World GIS Education: Thinking Spatially Using GIS Spatially Thinking GIS Education: World Our Module 1: Lesson 2 Copyright © 2008 ESRI. All Rights Reserved.

8. 7. 6. Q9 America, Magellan reached thePhilippine Islands. On March 16,1521,fourmonthsafterleavingthewest coastofSouth of Asia when a large canoe with people brought him gifts made in China. coast the to close was he realized Magellan 1521, OnMarch C. 27, vitamin of Here the crew gathered and recovered from scurvy when they ate fruit with lots Q8 Turn off theStudyArea2 layerbyclickingthecheckmarknexttoitsname. Click theZoomtoActiveLayerbutton. Click theStudyArea2 layernametohighlightit.Itbecomesactive.

d. c. b. a. How didyour mapchange?(Circle allthecorrect answers.) Homonhon, Philippines What isthenameofislandatStop 10?(Hint: Use theMapTip.) The mapshows asmallerarea. The mapshows abiggerarea. The mapshows lessdetail(smallerscale). The mapshows more detail(largerscale). Thinking SpatiallyUsingGIS Module 1:Lesson2

9 Magellan crossesthePacificOcean 53

What is the name of the island at Stop 11? (Hint: Use the MapTip.) the MapTip.) Use 11? (Hint: the island at Stop What is the name of Cebu, Philippines Magellan further explored the Philippine Islands, from Stop 10 from the Philippine Islands, further explored Magellan 11. to Stop

Click OK. Click the Zoom to Full Extent button. Q10 time trading, and his men spent their Magellan followed, the days that In or chiefs, When some rajahs, to Christianity. and converting natives relaxing, instead killed decided to punish them but was to convert, Magellan refused peoples. the native during a battle with for the Spice body behind, and two ships set sail men left Magellan’s His of 820 after a voyage of 1521, 12 in November Stop They landed at Islands. months in three They spent since they left Spain. than 2 years) days (more stocking up on spices and Moluccas), as the (also known Islands the Spice to Spain. to return preparing will turn the globe again. you back to Spain, see the route To from the list. Projection menu and choose Click the Tools Click the Custom tab. 90.0 (no minus sign). Click in the Center Longitude box and change the number to 4. 5. 1. 2. 3. Step 7: M L 54 Our World GIS Education: Thinking Spatially Using GIS Spatially Thinking GIS Education: World Our Module 1: Lesson 2 Copyright © 2008 ESRI. All Rights Reserved.

7. 6. Turn onContinentsbyclickingtheboxnexttoitsname. Turn off Countriesbyclickingthecheckmarknexttoitsname. Africa. You willﬁndouthow faritisfrom theSpice Islands tothesoutherntipof Q12 Q11

d. Arctic Ocean c. Atlantic Ocean b. Indian Ocean a. Pacific Ocean answer.) What oceandidthey cross ontheirwaybacktoSpain? (Circle thecorrect curved. Indian Ocean insteadofthePaciﬁc Ocean. ofthemapstillappears The surface The globeturned toward theeast(to the right). The mapisnow centered onthe What happenedtoyour map?Describe thechangesinyour own words. Thinking SpatiallyUsingGIS Module 1:Lesson2 11 Magellan crossesthePacificOcean 55

Module 1: Lesson 2 Copyright © 2008 ESRI. All Rights Reserved. Rights All ESRI. 2008 © Copyright 12 Module 1: Lesson 2 Thinking Spatially Using GIS 6,3 0 3.2 6 1 nm (Answers will vary depending on placement of

Pacific Ocean Pacific Indian Ocean Indian

Look at the blue geodesic measurement to find out the great circle distance from distance from circle out the great to find Look at the blue geodesic measurement to Africa. Islands the Spice here: it Write the mouse pointer) measurement the with Ocean) Pacific the (across Q7 in measurement your Compare distance Which ocean is the greatest Ocean). the Indian just made (across you answer.) correct the (Circle across? Heading for home. b. a.

In February 1522, one of the two remaining ships began to sink. Half the ships began to sink. Half 1522, one of the two remaining February In The del Cano. Sebastian under the command of Juan sent onward men were others stayed behind in the Spice Islands to make repairs but were soon captured pirates and hanged. by 1522. end of March at the Ocean into the Indian crew Cano led the Del on water and food and sick with scurvyViolent low again. they were Soon Q13 Q14 . Totals Clear Measure tool and choose Click the Measure your mouse on Stop 12. Click and hold your mouse on Stop to Stop 13. Drag your mouse button. Let go of your mouse . choose Nautical Miles tool and Measure Click the Step 8: 12. 10. 11. 9. 8.

M L 56 Our World GIS Education: Thinking Spatially Using GIS Spatially Thinking GIS Education: World Our Module 1: Lesson 2 Copyright © 2008 ESRI. All Rights Reserved. 7. 6. 5. 4. 3. 2. 1. To seetheroute, you willturntheglobeonelasttime. so theyheadedfortheCape Verde Islands. By July, theywere completelyoutoffoodandwater. Only 24menwere left, Q15 cape atthesoutherntipofAfrica(Stop 13). storms damagedtheship. LateinMay of1522,theymanagedtosailpastthe Turn ontheCountrieslayerbyclickingboxnexttoitsname. Click theZoomtoActiveLayerbutton. turned on. Click theCountrieslayernametohighlightit.Itbecomesactiveeventhough itisnot Click OK. Click intheCenterLongitudeboxandchangenumberto0.0(nominussign). Click theCustomtab. Click theTools menuandchooseProjection fromthelist.

What isthenameofthiscape?(Hint: Use theMapTip.) Cape ofGood Hope Thinking SpatiallyUsingGIS Module 1:Lesson2 13 Magellan crossesthePacificOcean 57

Arctic Circle Circle Arctic Stop 1 Stop of Cancer Tropic Stop 2 Stop Equator Stop 3 Stop of Capricorn Tropic Stop 13 Stop Circle Antarctic

Which stop represents the Cape Verde Islands? (Hint: Use the MapTip.) Use (Hint: Islands? Verde the Cape Which stop represents the tip on their way to this stop from cross Which major lines of latitude did they answers.) all the correct of Africa? (Circle e. d. d. c. c. b. b. a. a.

The Cape Verde Islands were in the half of the world claimed by the Portuguese, Portuguese, the by claimed world the of half the in were Islands Verde Cape The troops When Portuguese careful. were crew so del Cano and his Spanish Q17 Do you remember where the Cape Verde Islands are? Magellan stopped there stopped there Magellan are? Islands Verde the Cape where remember you Do America. on his way to South Q16 layer. the Continents off Turn

6ISITEDTHEISLANDSOF0UKAPUKA 'UAM THE0HILIPPINES ANDTHE3PICE)SLANDS s 3AILEDAROUNDTHESOUTHERN TIPOF!FRICA#APEOF'OOD(OPE s 6ISITEDTHECONTINENTOF!SIA s #ROSSEDTHE s 2. 1. Step 9: Click theFilemenuandchooseExit. yourwork. Ask yourteacherwhereandhowtosave Q19 Q18 circumnavigation. the ﬁrstmenknown totravel allthewayaround theworld. We callthisa where thevoyage thejourney. Only 18menhadsurvived started. They were began, delCanoentered thebaythatleadstocityofSeville, Spain— In theﬁrstweek ofSeptember 1522,almostthree years afterthevoyage namon) hisshipwascarrying. behind. He wasafraidoflosingthe26tonsvaluable spices(cloves andcin - arrived from delCanoleftinahurry, anearby fort, leavingsomeofhismen

e. d. c. b. a. #ROSSEDTHE0ACIFIC )NDIAN AND!TLANTICOCEANS s Save yourworkandexit AEJEE. did theexpeditionvisit?) what major lines of latitude did the expedition cross? What continents and islands after leavingtheSouth Americancontinent.(Hint: What bodiesofwaterand Write paragraphexplainingwhatMagellan’s ashort expeditionaccomplished ﬁnal destination?(Circle thecorrect answer.) Which majorlineoflatitudedidthey cross ontheirwayfrom Stop 2totheir following: After leavingthewest coastofSouth America,theexpeditionaccomplished Arctic Circle Tropic ofCancer Equator Tropic ofCapricorn Antarctic Circle 4ROPICOF#APRICORNANDTHEEQUATORFOURTIMES Thinking SpatiallyUsingGIS

Module 1:Lesson2 15 Magellan crossesthePacificOcean 59

and Paciﬁc oceans and Paciﬁc a penguin) the southern hemisphere sky over of the extent (the actual extent or circumference its full earth, discovering earth is 40,075.16 kilometers or 24,901.55 miles)

Magellan’s mission was to find a new route to the Spice Islands and claim Islands to the Spice to find a new mission was route Magellan’s reached was killed and never that Magellan know you Now Spain. them for with tons of and returned it there made of his crew Some Islands. the Spice the trip. enough to pay for spices, valuable claimed that Spain in 1521, Islands fleet visited the Spice After Magellan’s later, years Eight half of the world. within their (western) these islands were up their claim to the gold coins to give 350,000 paid the Spanish Portugal Islands. Spice important most their of some survived, men Magellan’s of few While accomplishments the following: include sTHEGLOBE lRSTTOCIRCUMNAVIGATE "EING s !TLANTIC !MERICACONNECTINGTHE 3OUTH lRSTTONAVIGATETHESTRAITIN "EING sLIKEALLAMAAND NEWTO%UROPEANS ENTIRELY /BSERVINGANIMALSTHATWERE s #LOUDS INTHENIGHT -AGELLANIC CALLEDTHE TWOGALAXIESNOW $ISCOVERING sTHE MILES AROUND LEAGUES KILOMETERSOR 3AILING Conclusion Conclusion M L 60 Our World GIS Education: Thinking Spatially Using GIS Spatially Thinking GIS Education: World Our Module 1: Lesson 2