TEACHER’S GUIDE
TEACHER’S GUIDE
• In small groups, have students research an event in history that has changed
maps, such as the Europeans’ discovery of North America. Students can create
maps which show the area before and after the event.
Suggested Internet Resources
Periodically, Internet Resources are updated on our web site at
www.LibraryVideo.com
• edcwww.cr.usgs.gov/earthshots/slow/tableofcontents
The USGS provides an excellent and interesting way for students to view
satellite images of the Earth. Users can click onto specific areas of the maps
to find out about the land.
• www.fourmilab.ch/earthview/satellite.html
This web site allows users to click onto a variety of active Earth satellites
and view different areas of the planet’s surface.
• interactive2.usgs.gov/learningweb/pdf/mapsshow/lesson4.pdf
The United States Geological Survey (USGS) provides an excellent lesson
on reading topographical maps.The lesson comes complete with printable
activity sheets. Students will learn and use contour lines, interpret symbols
located on the map, locate and label specific landforms, and answer questions based on the information the map provides.
A History of Maps
Suggested Print Resources
• Arnold, Caroline & Tina Cash-Walsh. The Geography Book: Activities for
Exploring, Mapping and Enjoying Your World. John Wiley & Sons
Incorporated, Hoboken, NJ; 2001.
• Furgang, Kathy. Mt. Krakatoa: History’s Loudest Volcano. Rosen Publishing
Group, New York, NY; 2003.
• Heritage,Andrew, ed. Dorling Kindersley World Atlas. DK Publishing, New
York, NY; 2000.
Grades K–4
M
aps have been an integral part of the human story for
over 4,000 years. From ancient maps of Babylon, to
maps of Chinese trade routes, through the Age of
Exploration and on into the 21st century, people have created and used maps as the essential tools to help them to
define, explain and navigate their way through the world.
Map Skills for Children introduces students to the fundamentals of maps and globes and the essential skills involved
in interpreting,reading and creating maps.Students will also
learn that mapmaking is a human endeavor that changes
and improves as human knowledge expands and new
technology is created.
TEACHER’S GUIDE
Julia McMeans, M.Ed
Curriculum Specialist, Schlessinger Media
TITLES
• A History of Maps
• Making & Reading
Maps
Teacher’s Guides Included
and Available Online at:
• Maps & Globes
800-843-3620
Teacher’s Guide and Program Copyright 2004 by Schlessinger Media,
a division of Library Video Company
P.O. Box 580,Wynnewood, PA 19096 • 800-843-3620
Executive Producer:Andrew Schlessinger
Program produced and directed by Summer Productions
All rights reserved.
K5586
V8831
Program Summary
Who made the first maps? How did explorers find their way around the Earth’s
largest bodies of water? What is the effect of natural disasters on maps? Join
budding cartographers,April and Jody, as they find out the answers to these and
many other questions in A History of Maps. Students will visit the Library of
Congress to meet with a historical cartographer and have a look at some of the
world’s oldest maps.April and Jody will also investigate the many types of maps
that are available, from physical maps to weather maps, to discover how they are
used and why maps are always changing. From the effects of earthquakes and volcanoes, to the shifting populations of people and the way they use the land, to
spectacular advances in satellite technology,April and Jody learn that maps, like the
world in which we live, are always changing.
7.What does GPS stand for and what is its function?
8.What do you think the advantages of creating maps from satellite images are?
9. For what are Lewis and Clark famous?
10. Explain why a map key or legend is important to understanding a map.
Discussion Topics
• Discuss with students how the movement of people can impact the surface of
the Earth.What activities do people engage in that cause these changes? How
would maps reflect these changes?
• Have students brainstorm a list of professions in which maps are used (for
example: weatherperson, police officer or real estate agent).
Vocabulary
Activities
map — A drawing of a place that contains information about the features of
the area. Maps are usually flat.
cartography — The science of making maps.
cartographer — A person who makes maps.
atlas — A book containing mostly maps and related information.
political map — A type of map that shows man-made boundaries of a country,
state or city.These boundaries are usually created by governments.
population map — A map that shows how many people live in a particular
area.
physical map — A map that shows the landforms or physical features of a particular place (for example, continents, mountains, rivers and canyons).
land use and resource map — A map that shows how both the land and the
natural resources in a particular area are used (for example, for farming or
mining).
weather map — A map that shows changes in the weather on a short term
basis. For example, a weather map can show the progression of a storm.
GIS — (Geographic Imaging System) A system used to create maps from satellite
pictures taken above the Earth’s surface.
GPS — (Global Positioning System) A navigational tool that uses satellites to calculate positions around the world.
satellite — A man-made object that orbits the Earth to gather information and
take photographs.
• In small groups, have students do an exploration of Lewis and Clark and the
Corps of Discovery. Students should research the intent of the trip, preparations
and the journey itself. Students should also produce maps of the Lewis and Clark
expedition, and discuss how their travels changed U.S. maps.
• In small groups, have students explore developments in navigation, from longitude and latitude, to advancements in cartography. Students should create an
informative, visual presentation for the class. Useful resource:
www.ruf.rice.edu/~feegi/
• Have students look through the evening newspaper for a week’s time and cut
out any news articles that are accompanied by maps. Students should create a
collage displaying the articles and maps and write brief explanations regarding
how the maps made the news articles more understandable.
• Using the following internet resource, have students generate maps based upon
information given by teachers or other students.After students have printed the
maps they have created, they can add color to the maps and then create
legends. Useful resource: www.mapquest.com
• Have students check the local weather maps for a week to see how weather
alters the way maps look. Students can compare satellite, radar and temperature
maps. Students can then create bar or line graphs to show changes in the
weather.
• Have students create a population map of the United States. In small groups,
supply students with an outline of a political map of the United States.Then,
using the United States Census Bureau web site, have students find the populations of select states and create a legend which shows the populations. Useful
resources: www.eduplace.com/ss/maps/pdf/uscap.pdf and
eire.census.gov/popest/estimates.php
• In the 1800s, the island of Krakatoa was eradicated by an enormous volcano.The
consequences of this explosion changed maps forever. Have students investigate
Krakatoa, focusing on how geologic events can change the shape of the land.
Useful resource: prism.troyst.edu/~loftlin/loftlin_files/frame.htm
• In small groups, have students investigate why satellites are used and what we
can learn from the information they provide. Students can pretend that they
have been commissioned by NASA to build a satellite. Have them name their
satellite and decide what, in particular, their satellite will be mapping and
(Continued)
explain why.
Focus Questions
1.Where does the oldest existing map come from?
2. Name three different types of maps and describe what they would show.
3.What is a cartographer?
4. In what kind of a book would you find a collection of maps?
5. List as many reasons as you can think of to tell why maps are always
changing.
6.What does GIS stand for and what is its function?
(Continued)