Introduction
“Most of all, maps help us find our place in the world.”
–Jill K. Berry & Linden McNeilly, Introduction to Map Art Lab1
When I throw students into an unfamiliar text, the least I can do is hand them a map–context for where we’ve come from, where we are, and where we’re going. That context is vital in a novel like Frankenstein, which draws on scientific and philosophical concepts, the history of exploration, aesthetic ideals of Romanticism, and the author’s life. Reading Frankenstein challenges students to navigate descriptions of harsh Arctic landscapes, chart complex family dynamics, and trace shifts in emotions and perspectives. Maps provide a way to visualize relationships and communicate knowledge, empowering skillful users to draw informed conclusions. By examining models of geographical and conceptual maps and creating their own maps, my students think critically about how to curate, organize, and present knowledge gained from their reading to support text-based analytical writing.
Studying Frankenstein offers opportunities to explore maps in both the literal and abstract sense. In this unit, students learn context about the Arctic exploration that frames the monster narrative through historical maps and research. As students read, they examine visual representations of Victor Frankenstein’s and the monster’s journeys across the globe. Thinking about maps more broadly, students map the development of the two main characters, their shifting relationship, and the students’ own emotional responses to the text. Providing students with visual and tactile ways to explore the ideas and characters in the novel bolsters their critical thinking and writing.
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