Grades K-2 Lesson Plan - Reading the World, Then and Now

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 Map 1.
Curator's Notes for Map 1.

Overview
In this unit students will use Ptolemy's map of the world to distinguish geographic features. In addition this map can be used as an introduction to map reading.

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

1. identify the following geographic features and the symbols used by Ptolemy to represent them: seas and oceans; land; mountain ranges; rivers; cities; and the winds.
2. use Ptolemy's map to find various places in the old world.
3. draw a simple map of the world.

Key Terms
city, globe, ocean, sea, continent, mountain range, peninsula, river

Materials
Computer image or overhead of the core map, uncolored version of the core map, modern world map, markers or colored pencils

Time
Two to three hours

Getting Started

1. Display the core map and discuss with students its origin, maker, and general character. Explain that many places we know do not appear on the map and that many places that do appear had different names than they do now.

2. Identify the symbols or colors Ptolemy has used for the following geographic features: seas and oceans; land; mountain ranges; rivers; cities; and the winds.

3. Have students color an uncolored version of the core map. Remind them that different features are often shown in different colors. Instruct them to color water blue, mountain ranges brown, and all other land green.

4. Help the student find and circle the place names for the following: Europe, Asia, Africa, the Arabian Peninsula, the Atlantic Ocean, and the Indian Ocean.

5. Display a modern map of the world. Identify the places the students just circled. Discuss with students the differences between the modern map and Ptolemy's map. For example, point out that the Americas do not appear on Ptolemy's map and that the shape of Europe is different on the two maps.

1. Have the students look at a globe, preferably a physical globe or a globe that shows physical features prominently. Explain to students that today we have satellites that orbit the earth. Many of the satellites are used to create maps of the earth. Hold the globe far from the students so they can see the shapes of landmasses. Have them describe briefly what they see.

2. Take your class outdoors. Explain that in Ptolemy's time there were no satellites or airplanes. Ptolemy had to make maps based on what he could see while standing on land or on a sailing ship. Have the students study the earth from their vantage point; would it be easy or difficult to make a map of the whole world based on what they can see from where they are standing? For example, ask students to walk around the school building's periphary and then, upon returning to the classroom, draw the shape of the school and its immedeate surroundings from an overhead perspective.

For 4 points, the student identifies all of the following geographic features and places: Europe, Asia, Africa, the Arabian Peninsula, and the Indian Ocean. In addition, the student colors the geographic features in a manner that demonstrates a solid understanding of representing like features in a similar manner so as to distinguish them from different geographic features.

For 3 points, the student identifies the majority of the following geographic features and places: Europe, Asia, Africa, the Arabian Peninsula, and the Indian Ocean. In addition, the student colors the geographic features in a manner that demonstrates an understanding of representing like features in a similar manner so as to distinguish them from different geographic features.

For 2 points, the student identifies some of the following geographic features and places: Europe, Asia, Africa, the Arabian Peninsula, and the Indian Ocean. In addition, the student colors the geographic features in a manner that demonstrates an understanding of representing like features in a similar manner so as to distinguish them from different geographic features.

For 1 point, the student identifies few if any of the following geographic features and places: Europe, Asia, Africa, the Arabian Peninsula, and the Indian Ocean. In addition, the student colors the geographic features in a manner that marginally demonstrates an understanding of representing like features in a similar manner so as to distinguish them from different geographic features.

Extensions

1. Students, individually or in small groups, could draw a map of how they see the world, including the geographic features already presented. As the students present their maps they should account for the symbols they used and compare them with Ptolemy's and with those on a modern map.
2. Discuss the personification of the winds. You can select "Winds" from the menu on the core map and click on each highlighted head for a translation of the name as well as some of its characteristics. In an age of sail why were the winds, and especially their directions so important? Discuss wind in the daily lives of people in your local community. Do any of the winds you experience have a special name?