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Summary and Objective
Students will understand that maps convey geographical information using symbols, labels, and pictures. By examining examples of both modern and historic maps, students will look for differences and similarities in how the maps are constructed and what information they reveal.
Teaching Plan
Step 1.
Activate children's thinking by asking class "Have you or your family ever used a map?" "When?" "What kinds of things would you expect to see on a map?" "Why are maps useful?"
Step 2.
Explain to students that they will be working with partners to carefully examine three maps--one modern map of Massachusetts taken from a current U.S. atlas; "A Map of New England" by William Hubbard 1677; and "Map of Western Massachusetts" from Samuel Bowles and Company 1855 (page 2). Pass out hand lens to aid in deciphering small print.
Step 3.
After 10-15 minutes of exploration of maps, encourage students to discuss what they are noticing. Using a graphic organizer, students will write observations about each map in appropriate column of paper-1600's, 1800's, 2000's.
Step 4.
After 20 minutes of partner work, move to a whole group discussion. Partner groups may share what they noticed with the entire class, and all contributions are added to a large piece of chart paper. Possible comments about the 1677 map may include:
"I recognize some place names, but they're spelled differently" or "There are pictures of trees, people, houses, ships and animals on the oldest map." On the 1855 map, students may note that there are many more towns listed, including state boundaries, than on the earlier map. On the modern map, students may observe features such as scale, key, symbols, and compass rose.
Step 5.
After collecting observations from class, the teacher synthesizes info using a Venn Diagram, noting similarities and differences between maps. She/he then poses questions to help children examine possible reasons for the changes in maps over time; for example: "Why would this map have so much more detail on it?" or "Why does this map feature so many picture symbols? What do they represent? Why are they included?" Ideas about technology, growing population and settlement trends, the need for universal symbols and standardized measurements would be addressed.
Step 6.
As a follow-up activity, ask students to create their own maps of the outdoor area around their school. Take a walk on the school grounds, noting features in the landscape and structures nearby. During additional sessions, sketch and label a simple map and instruct students to include information they think is important to their map-reading audience. Finished products are exchanged with a partner.
Step 7.
Partners carefully study their classmate's map, comparing features/information included on it to the 1677, 1855 or modern maps they studied earlier. Share completed maps with the larger class.
Step 8.
Resource books which may be useful: Mapping Penny's World (Loreen Leedy); Maps: Getting From Here to There (Harvey Weiss); Reading a Map (Greg Roza); Map Skills for Today (Weekly Reader Corp.); Mapmaking for Children (David Sobol).
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