Maps and Mapmaking

Strategies

In order to accomplish the goals of this unit, the teacher will use various strategies. The majority of lessons are designed for cooperative groups within a classroom. The lessons require that the students use graphic organizers, geography skills, critical thinking skills and creative and analytical writing skills. Some of the strategies that will be used include "Divided Images" in which the teacher will divide an image, (painting, photograph, print) into four parts or two parts. Students will then list everything they see in their assigned sections of the image. Another strategy is the "Column List" in which the students will divide sheet of paper into three parts and list the people objects and activities in the image. Another is "Point of View" in which the students will write about the picture from one of the people or objects in the picture. Another is "Caption Writing" in which students will write a detailed caption for the picture. Another is "Compare and Contrast" in which students will compare and contrast elements in the picture or two whole pictures. Although these strategies are not unique, they can be found in a teacher resource by Shell Educational Publishing, "Using Primary Sources in the Classroom," pages 19-44.

If you are not familiar with analyzing art the following are a list of questions from page 24 of "Using Primary Sources in the Classroom" that can be asked to help students analyze primary sources, especially painted artwork.

1. What was the artist's purpose in painting this image?
2. What event is taking place? Does it appear to be a real or staged event? What action is happening?
3. Who is the artist? Is he or she famous?
4. Who are the main figures in the painting? How are they dressed? What are they doing?
5. What is the setting? How does the setting help tell the story in the painting? What objects do you see?
6. What is the focal point of the painting?
7. How did the artist use light, shadow, color and lines to get your attention?

I find that it is extremely important to get students to make inferences about the picture and determine the artist's point of view. Students should be asked "Why is this image historically important?"

"Using Primary Sources in the Classroom" (pages 117-135) discusses the use of maps as primary sources. When analyzing maps the following general questions from page 118 of "Using Primary Sources in the Classroom" are particularly useful.

1. What type of map is this?
2. What is the title of the map?
3. What is the date of the map?
4. Who is the mapmaker (cartographer)?
5. Why was the map created?
6. What are the map's main features?
7. Are there any inscriptions on the map or written descriptions?
8. Where was it produced?
9. Are there any inscriptions on the map or written descriptions?
10. What is the scale if the map?
11. Is there a legend? Describe the legend.
12. Are there any artistic features on the map? Describe them in detail.
13. Is this map still accurate today? Why or why not?
14. Who would use this map?
15. How does this map relate to the topic you are studying?

These questions can be used in their entirety or teachers can use selected questions to familiarize their students with this skill.

Unless otherwise noted, each lesson is designed for a fifty-minute class period although they can be adapted for a ninety-minute period as well.