Grades 3-5 Lesson Plan - New Perspectives

Map 15 Main Page

Core Map: "Rand McNally Polar Map of the World," in Rand McNally World Atlas, Premier Edition (Chicago: Rand McNally & Co., 1944). Newberry Library call number: Rand McNally Collection, Atlases, World Atlas Premier Edition, 1944. © 1944 by RMC, R.L.03-S-87. www.randmcnally.com (Printable PDF version of the Core Map)

Overview
In this lesson students learn about maps that are designed to give different perspectives. Students create mental maps that illustrate their own perspectives and those of people from other parts of the world.

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

1. recognize how maps can illustrate different perspectives.
2. distinguish perspective, area, location, and scale on maps.
3. apply knowledge of perspective, area, location, and scale to create maps that demonstrate perspective.

Key Terms
key, perspective, projection, equidistant azimuthal projection, scale, location, area

Materials
computer image or overhead of the core map, globe, sheets of unlined paper, pencil, modern world map, Canadian Pacific map, Forlani map

Time
One hour

Getting Started

1. Have the students use a sheet of unlined paper and a pencil to create a mental map of the world. Tell them that they have 20 minutes and that their work will not be graded. They should include outlines of the continents, label continents and oceans, and draw in and label other features that you assign (list on board or overhead).

2. Have students trade papers with a partner to compare perspectives. Discuss with students the meaning of "perspective" or point of view.

3. Show students a familiar, modern map of the world with correct labels.

4. As a class, discuss how the maps that students drew are alike and different from the familiar, modern map in showing the relative sizes and locations of the continents. Be sure to discuss the concepts of scale, location, and area.

Developing the Lesson

1. Display the core map. Discuss with the students how the perspective of the core map differs from the mental maps they have made and from the modern world map. Use the classroom globe to demonstrate how the world looks from above the North Pole. Have students notice that the core map does not look exactly like the image of the world one perceives by viewing the Earth from above the North Pole. The continents of the Southern Hemisphere are visible and their shapes are greatly distorted on the core map.

2. Ask the students why they think the polar perspective was chosen for the map, "What was the purpose of drawing this map with these colors from this perspective?" and "How did this map maker use scale, location, and area to help express his point of view?"

3. Expand the discussion by displaying the three or more maps drawn from an unusual or foreign perspective, such as the Canadian Pacific or Forlani maps (see Map 15 Resources or the world maps included with Map 1 Resources for additional sources). Discuss how each of these maps reflect the world view of the people who made and used them and how they used scale, location, and area.

4. Create three columns on the board or on an overhead transparency. Label the three columns, "Globe," "Polar Map," and the name of another world map that you chose.

5. In each column ask students to note how the map shows scale, location, and area.

6. Repeat Getting Started steps 1-4, only this time have the students attempt to draw their mental maps as if they were made by someone from another part of the world. For example, how would Japanese or Australian students represent the world? Remind students to consider scale, location (especially relative location), and volume. Students should include labels of locations that would be important to someone drawing a mental map from that location.

Evaluation

Use a 4 point scale (4=excellent, 3=good, 2=fair, 1=poor) to evaluate the mental map

For 4 points, the student always considers the perspective of their map when labeling locations and showing scale, location, and area.

For 3 points, the student usually considers the perspective of their map when labeling locations and showing scale, location, and area.

For 2 points, the student sometimes considers the perspective of their map when labeling locations and showing scale, location, and area.

For 1 point, the student seldom considers the perspective of their map when labeling locations and showing scale, location, and area.

For 0 points the student does not accomplish any of the tasks noted above.

Extensions

1. The cover of the March 29, 1976 New Yorker magazine shows the world from a New Yorker's perspective. It has been adapted in many ways, especially in posters. Have the students create this type of "mental map" for the world (or country) from their perspective.
2. Orienteering is a map and compass exercise that encourages students to learn how to look at maps from different perspective, orienting a map as they complete an exercise. Most orienteering takes place outside, but you can create an orienteering course within your school or on your school grounds. There are many books and web sites that contain information about orienteering.