Students investigate how maps, primary sources, and secondary sources reveal the story of a historical figure’s journey, using map-reading tools and source evidence to answer a compelling question. Over the week, they create a digital or paper atlas page with route labels, symbols, and short evidence-based captions, then revise it through two glow-and-grow gallery walks and a partner reflection on academic and teamwork contributions. The experience builds 6th grade skills in making claims, comparing sources, reading geographic features, and communicating research clearly through paired presentations at the Source Sleuth Celebration.

Students will read and interpret maps by using legends, scale, compass roses, and labels to trace a historical figure’s route accurately on an atlas page. They will compare primary and secondary sources, determine which details are most relevant, and use that evidence to develop short historical captions and claims about the figure’s journey. Students will collaborate through critique checkpoints, revise their work using peer feedback, and communicate their thinking clearly during paired presentations. They will also reflect on how their academic skills and teamwork helped them complete the final atlas page.

Students will create quick route-challenge notes and map practice sketches during the launch, then develop draft atlas pages that trace one historical figure’s journey using a legend, scale, compass rose, symbols, and accurate labels. As they research, they will collect and sort one primary source and one secondary source, then write short evidence-based captions explaining key places, events, and choices along the route. Through two gallery-walk critique rounds, they will revise captions, symbols, and map labels using glow-and-grow feedback. The final product will be a polished digital or paper atlas page paired with a short presentation for the Source Sleuth Celebration.

Open with a Map Quest Kickoff in which pairs use a simple route challenge to decode clues with a legend, scale, and compass rose, leading them to the identity of a mystery historical figure. Then reveal 2–3 short sources about that person, including one primary and one secondary source, and ask students to notice what each source helps them learn about the person’s journey. Close by introducing the driving question, “What can we learn about a historical figure by comparing maps, primary sources, and secondary sources?” and showing a sample atlas page they will create.

Host a Source Sleuth Celebration as a gallery walk where pairs display their digital or paper atlas pages tracing a historical figure’s journey. Each pair gives a brief talk explaining how one primary source and one secondary source helped them choose route details, map labels, symbols, and historical captions, while visitors ask questions and leave Glows. Invite school administrators to join the walk, listen to presentations, and add feedback on sticky notes or a simple response form. Close by having visitors vote for a favorite route story to be shared aloud as a class celebration.