Grades 3-5 Lesson Plan - Of Maps and Worldviews

Map 1 Main Page

Core Map: Claudius Ptolemy, "World Map" from his Geography (Ulm, 1482). Newberry Library call number: Ayer *6 P9 1842. (Printable PDF version of the Core Map)

Resources related to Map1.
Curator's Notes for Map 1.

Overview
All maps are expressions of a particular world view and this one is no exception. Students will begin the exploration of Ptolemy's world map as an expression of the Renaissance view of the world.

Objectives
By the end of this lesson students are expected to:

1. identify the following geographic features and how they are symbolized by Ptolemy, on the Dati T-in-O map, and on a modern map: seas and oceans; land; mountains; rivers; cities; and the winds.
2. identify the strengths and weaknesses of the core map and of a modern map

Key Terms
longitude, latitude, compass, compass rose, terra incognita, winds

Materials
computer image or overhead of the core map, a modern map of the world, the Dati T-in-O map, paper, pencils and colored markers

Time
Two to three hours

Getting Started

1. Display the core map and discuss with students who made the map and when it was made. (This map exhibits one of the major views of the world in Columbus' day and helped inform his and other explorer's understanding of the globe.)

2. Have the students identify major geographic features and the symbols used on the map.

3. Elicit as much information as possible about the map from the students, including identification of the cardinal points of the compass.

4. Point out major place names (click on the map to get modern spelling of place names).

5. Point out and discuss the phrase "terra incognita" (click on term to get English translation).

6. Discuss the purposes of and information given by the non-geographic features and aids on the map (including decorative elements, the grid lines, and the faces of the winds). You can select "Winds" from the menu and click on each highlighted head for a translation of the name as well as some of its characteristics.

7. Compare the core map briefly (for purposes of orientation) to a modern world map.

1. Have each student draw a map of the world free-hand with no other map visible. Each map should represent the world as the student sees it.

2. The students should present their maps and account for how it shows their view of the world. Present the Dati T-in-O map using Getting Started steps 1 - 4 and 6 (there are not translations embedded in the Dati T-in-O map; see Resources for background).

3. Using the maps that students drew in Developing the Lesson step 1 and the Dati T-in-O map, have small groups of students compare the views of the world that each portrays, and describe their strengths and their weaknesses.

4. Referring to the core map, have students deduce what Columbus' view of the world might have been.

5. Using modern map(s), have students explain what the modern view of the world is and account for the differences between the modern and Columbian models.

6. Give students the following task either verbally or in writing, "The curator at the local historical society knows you have been studying some old maps and has asked you to help by writing a description for each of the maps listed below for an exhibit catalogue. It is important that you describe a strength or weakness of the map and explain how the map reflects the mapmaker's view of the world. Each entry should be a paragraph long and should include a small picture of the map (if possible)." The maps are the Dati T-in-O map and the core map.

For 3 points, on one or two of the map descriptions, the student fails to satisfy one of the requirements for the descriptions as outlined above.

For 2 points, on one or two of the map descriptions, the student fails to satisfy two of the requirements for the descriptions as outlined above.

For 1 point, on one or two of the map descriptions, the student fails to satisfy three of the requirements for the descriptions as outlined above.

For 0 points, the student fails to satisfy all three of the requirements on all of the map descriptions.

Extensions

1. Individuals, small groups or the whole class could write an article for the school newspaper on the maps of Columbus, and submit it in time to be printed in connection with the celebration of Columbus Day.
2. Have students write a memo to Ferdinand and Isabella which either supports funding for Columbus' proposed westward journey or opposes it. Remind your students to make references to the maps that have been studied.