Introduction/Motivation/Springboard:

To motivate the students for this activity,

Activity: Compare Indiana as crossroads of America to New Harmony on the

Wabash

Learning Objective: Students will learn to read and interpret various aspects of a map
by locating Midwestern waterways used for trade in the early 1800’s and roadways
being used today. Students will gain an understanding of why Indiana is called the
“Crossroads of America,” as well as why location next to major trade routes was
important when settling a city before extensive roadways were developed. Students will
also practice interpreting directions on a map by describing the route they took.

This activity can be done two different ways. One way is to use a large classroom map
mounted on a wall and call students up to participate by tracing the various routes with
the help of the class, if needed. A second method is to print out Map A (attached) for
each student (or group of students) in the class and instruct the students to draw the
routes on their map at their seats.

A. Trace three routes across the country using major highways:

For each route, answer the following questions:

a) Is it the shortest route?
b) Using the compass rose, tell which direction you are mostly travelling (North,
South, East, West)?
c) Do you drive through Indianapolis?

Routes:
1. New York, NY  Salt Lake City, UT
2. Nashville, TNChicago, IL
3. Casper, WYCincinnati, OH

Why do they call Indianapolis “The Crossroads of America?”

B. Trace three routes across the country using major waterways:

For each route, answer the following questions:

a) Is it the shortest route?
b) Using the compass rose, tell which direction you are mostly travelling (North,
South, East, West)?

Routes:
1. New Harmony, IN New Orleans, LA
2. New Harmony, INPittsburgh, PA
3. New HarmonyLouisville, KY
The Harmonists that first built New Harmony had a successful economy that exported
many things, such as rope and various crops. Why do you think they would settle New
Harmony where they did?

Potential for graded work: Map A with routes drawn OR participation

Activity: Interpret a Map of New Harmony using directions provided by instructor

Learning Objective: Students will learn to follow directions by using a compass rose
and interpreting the map provided. This will also prepare them for the field trip to
Heritage Artisan Days by familiarizing themselves with a map of New Harmony. This
activity can also be extended to Heritage Artisan Days by providing the students with a
compass and the town map provided and stopping at various points throughout the day.
They can be instructed to find their location on the map and tell which direction is north
using the compass.

Students should each be given a blank Bingo card (attached). Using the map of New
Harmony (attached Map F), have them fill in each square with either a letter/number
from the map (to increase the difficulty level of the activity, location names can be used
instead of letters/numbers). Use each letter/number only once. Once the students have
filled in their Bingo cards, the instructor can then give directions to various locations
across town. The students utilize map-interpreting skills to see if they have that location
on their Bingo card.

Example: The letter at the intersection of Church Street and East Street.
Example: The number located across the street, directly south of letter “I”

Potential for graded work: Bingo card

Activity: Color the counties and add your own features

Learning Objective: Students will be able to compare and contrast counties and other
features of Indiana from the early 1800’s to present day by interpreting and customizing
their own map.
This activity will utilize Map B. Find Posey County on the map and color it in. This is
where New Harmony is located. Now, using the historical map of Indiana counties, color
in the counties that were established by 1814 using a different color. Next, find your own
county and color it in using a different color. Using the other maps provided and your
own knowledge of maps, draw in other features such as a compass rose, rivers, the
state capital, and your own city! Some other items that the students can label include
neighboring states and major cities and highways.

Potential for graded work: Map B with historical and present counties colored in and
other features drawn in and labelled
Activity: Estimate the Distance Using the Scale Bar

Learning Objective: Students will learn to use a scale bar to calculate distance on a
map

Using Map E, instruct the students to locate the city they live in (or any city) and
estimate the distance from there to New Harmony using the scale bar and a ruler or
piece of paper.

Potential for graded work: Map E with distances written

Final assessment/Closure Activity: Instruct students to write/type one-two short

paragraphs about what they learned about Indiana and travel in the early 1800’s
compared to today, as well as answer the following questions:

Why is Indiana called the “Crossroads of America?”

Why did the Harmonists choose to settle New Harmony where they did?

Vocabulary:

Route
Compass Rose
Scale Bar