Grades 9-12 Lesson Plan - Making a Point

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 become familiar with maps as insights to new perspectives. They also evaluate maps that were designed to express a perspective.

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

1. recognize the value of maps to illustrate a new perspective on a issue.
2. analyze maps to discern the elements of a map that can be used to illustrate a perspective.
3. evaluate how effectively maps illustrate a different perspective on a issue.
4. understand the qualities of an equidistant azimuthal projection

Key Terms
perspective, political, orientation

Materials
Computer image or overhead of the core map, pre-war German propaganda map, Map Analysis Sheet, access to current newspapers and/or magazines

Time
One hour plus research and homework time

Getting Started

1. Brainstorm with students a list of purposes for maps. Tell them that this lesson will focus on political uses for maps. Discuss with students what political means.

2. Discuss reasons for using the equidistant azimuthal projection.

3. Pass out a copy of the Map Analysis Sheet to each student. Give them time to review the steps and ask for clarification if needed.

4. Share with students the German propaganda map. Have them compete the map analysis sheet for this map. They should do this step with a partner(s).

5. Use a copy of the Map Analysis Sheet on an overhead transparency to compile student findings. Be sure to discuss the specific elements on the map that were included to support its perspective. Also discuss what later events were related to the perspective of this map (e.g., the invasion of Czechoslovakia).

Developing the Lesson

1. Present the core map on the computer, in printed form, or on an overhead transparency.

2. Allow students time to complete individually another map analysis sheet for the core map.

3. Have students discuss why the equidistant azimuthal projection was used in the context of World War II. They should describe what the map is trying to tell the viewer. Discuss how appropriate this perspective was in the 1950s and 1960s given the events that occurred subsequent to the map's publication (e.g. Anti-ballistic missiles, construction of the Distant Early Warning Line in Canada).

4. Have the students do homework to review current newspapers and magazines, either hard copy or electronic, and locate a map that expresses a perspective on a current issue. They should complete another map analysis sheet as part of this homework.

5. Students should then write an essay comparing the three maps they have analyzed and choosing which one they believe was most effective in expressing its perspective. They must support this opinion with references to specific elements of all three maps.

6. You could have students share maps by making oral presentations, posting maps around the room, or trading papers within groups.

Evaluation
Using a 4 point scale (4=excellent, 3=good, 2=fair, 1=poor), evaluate the work done in the essay.

For 4 points, the student writes a well-crafted essay that chooses one map as the most accomplished and supports their choice with many specific references to the cartographic elements of all three maps.

For 3 points, the student writes an acceptable essay that chooses one map as the most accomplished and supports their choice with some specific references to the cartographic elements of all three maps.

For 2 points, the student writes an essay that is inconsistent in quality, does not choose one map as the most accomplished and rarely supports their choice with specific references to the cartographic elements of all three maps.

For 1 point, the student writes a poorly-crafted essay that does not choose one map as the most accomplished and fails to support their choice with any specific reference to the cartographic elements of any map.

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

Extension
Have students identify a current policy issue and define a perspective on that issue. They should then create a map, choosing a projection with their perspective in mind, that supports that perspective.