United States Soil Conservation Service. Land ownership, Cowlitz County, Washington: August 1978. 1978. Map. Library of Congress Geography and Map Division. https://www.loc.gov/item/86690781/.
This source will help students learn about land ownership and soil conservation. It can be introduced in any unit dealing with land ownership, red-tape zoning, or purchasing of land by various entities. The source will be introduced by giving students printed copies of the map and having them annotate the map followed by a discussion. Students are expected to understand the different groups that can own land and the implications of those groups owning land on citizens of that area.
This map was created in 1978 to break down which entities own portions of Cowlitz County in Washington State. That county is located in rural southwest Washington State along the Columbia River and the Oregon border.
Source: https://www.loc.gov/item/86690781/
- How does this source tell the story of land acquisition?
- What do you notice about the lines on this map?
- Where are the geographical features on this map?
Extension Questions
- Why is it important to understand who owns land in a given area?
- Why are records such as this kept over time?
- How does ownership of land allow for control of it?
- How does land ownership benefit an individual compared to a company compared to the government?
- How have changes in land ownership impacted Washington State?
ELA Standard
CCSS.ELA-Literacy.CCRA.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Social Studies Standard
CCSS.ELA-Literacy.RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
- Make a copy in color of the primary source for each student. Explain to students that as they continue to learn about zoning laws, land ownership, and the implications of these topics, it is important to look at historical data and maps.
- Have students work in small groups to observe and annotate the map. They should think about any patterns in ownership, benefits/drawbacks to those groups owning the land, and what other information they would like to have in order to form their opinions.
- Students should be given enough time to make thoughtful observations and engage in meaningful discussions that help develop their understanding. Tell students to include at least five annotations on their maps.
- Next, number students off and have them rotate to other groups to share what was discussed with their original group (jigsaw method). Have students add new annotations in a different color. Once all students are back to their original groups, have them reflect on the new learning they took away from having rotated around the room. Bring the class back together to debrief and share. Some questions to help students if they are stuck or struggling to generate ideas:
- What percentage of the land would you estimate is owned by the federal government compared to private?
- Why is it important to know how much land is owned by corporations?
- Does it matter which corporations own the land? Why or why not?
- To what extent are natural resources considered when purchasing land?
- Students should then be able to create annotations or draw conclusions about each land-owning group and why they might want to own land in that area.
- A Connecting Read-Write-Think lesson can be found here: Political Cartoon: Government Land Carving
Colville Map Co. Map of Stevens County: North half: Mining and topographical. 1900. Map. Library of Congress Geography and Map Division. https://www.loc.gov/item/2012593139/.