CITIES IN THE CLASSROOM
Section II: Local Government
Lesson 6
What is in my community?
SS.7.G.1.3 – Interpret maps to identify geopolitical divisions and boundaries of places in North America.
SS.7.G.4.2 – Use maps and other geographic tools to examine the importance of demographics within political
divisions of the United States.
LAFS.7.SL.1.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own
clearly.
Source
Adapted from: Kletzien, S. B., and Rappoport, A.L. Kids Around Town: A Local Government Education
Model. League of Women Voters of Pennsylvania Citizen Education Fund, 1998
Overview
This exercise is to help students orient and identify themselves in a physical way with the concept of
community.
Objective
 Students will be able to locate community landmarks on a local map and use a map key.
Time
 One 50 minute class period
Vocabulary
 None
Strategies
 Whole class discussion
 Possible technology integration
Materials
 Classroom set of city maps – check with your Media Specialist or city offices
 Laptops or computer lab – as an alternative, use online city maps
 Post-its or small tags for locating places on the map.
 Copies of “What’s in my community?” Worksheet
Potential Roles of a Public Official
 Facilitate scenarios
 Serve as a content knowledge resource
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Activities
1. Place students into pairs and handout maps or direct them to an online version of your city map.
2. Begin as a whole class, asking the students to place their school on the map and tag it with a postit. Review together the map key and the major roads in their city.
3. Pass out the “What’s in my community?” Worksheet and have the student work in pairs to find
the answers.
4. For closure – bring the students back together for a whole class discussion to discuss their answers
and help them summarize their findings. What new information did they learn about their city?
How is the majority of the land used?
Extension Suggestion
To incorporate math, have students do some easy statistical tallying or graphing: perhaps, for example,
your community is rich in churches, railroad stations or playgrounds – you may want to count these on the
map, and develop a bar graph.
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Name: _______________________________________ Date: _______________
WHAT IS IN MY COMMUNITY?
It's a good feeling to know your way around your own community. Use your
map to become your own local expert.
Where is your home?
Can you find your school? Where is the high school you will attend? What
routes are best for getting to school?
Is your post office on the map?
Can you find your town's administrative office building on the map?
Do you shop in your community? Where?
Do you participate in religious activities in your community? If so, is that place
on your map?
As you explore your map, does anything in particular stand out?
How many playgrounds or parks are on your map?
Does your map show the difference between commercial buildings and homes?
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Does your map show land that is used for farming?
Are there many churches, synagogues or mosques?
How many schools are in your community?
How many hospitals are in your community?
How many kinds of housing can you identify?
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