Overview:

Students will learn the fundamental advantages/disadvantages of both maps and globes.  They will discover that maps may distort size, shape, distance and direction.  They will learn advantages and applications of 5 types of map projections and the 3 main types of maps (physical, political, thematic).  Students will also learn how maps present information through points, lines, graduated symbols, etc. and how cartographers make choices to send a message.  They will take part in an activity in which they play the role of a cartographer working for a newspaper or magazine publisher and make decisions about how to design a map for a news article.

Objectives:

• Students will be able to explain the advantages and disadvantages of both maps and globes. 
• Students will be able to identify various map projections and be able to choose an application for each one.
• Students will be able to identify the 3 types of maps and state how each one may be used.
• Students will deconstruct a map to determine what choices the cartographer made to send a message to the map reader.
• Students will make decisions about how they present data when creating a map, including what projection, colors, or symbols to use in order to send a message to the map reader.

Grade Level: 8

Time: Five 50 minute class periods

Subjects: Geography

Required Materials

• As many globes as possible?preferably one inflatable globe per 1-3 students.
• Map projections:  Mercator, Robinson, Peters, Polar , and Equidistant (city map)
• Maps:  several examples of political, physical, thematic
• Wipe-off wall map, or transparency (world)
• Map symbols examples: Color, Graduated symbols, Arrows, Israel Map
• Worksheets:

1. Great Circle Routes
2.  Map projections
3.  Deconstructing Maps
4.  Cartographer activity

Prerequisites: 

Introduction to geography, the 5 Core Skills and the 5 Themes of Geography (this is a lesson using the location theme).

Optional Technologies:

Suggested Procedure (Pedagogy):

Opening:  ?Is Greenland larger or smaller than South America??  Discuss answers and allow students to use any resource in the room. (The room should include many maps on the wall including the following projections:  Peters, Robinson, City (Equidistant) and Polar.  Several globes should also be available.  ?Which one is correct??  (the globe:  scale model). 

Give example of a Great Circle Route: 

1.  Have student volunteers come up to wipe off map and draw the shortest route from Philadelphia to Beijing with a overhead transparency marker.  Now give them an inflatable globe and ask them to do the same.  What did they find?  Students should draw a line over the Arctic Circle.  Students will see that the shortest route on the map goes in a northward arc and not straight across. 

True direction distance = 8,000 miles

Great Circle Route = 7,080 miles

Hand out Great Circle Route worksheet and have the students complete.

Brainstorm advantages/disadvantages of maps and globes:

While brainstorming discuss reasons for the distortions of maps (cannot take a round object and flatten without separation/tearing)

Show four types of map projections, explain what each shows accurately and give an example of each one.  Emphasize that each cartographer created a version of a projection and that each had a purpose.  (note that Gall created projection first and Peters used it for a social agenda)

Hand out map projections worksheet for the students to complete.

Discuss the difference between map projections (the method in which the round earth is displayed on flat surface) and maps (the content or message shown).

Explain the 3 common map types, what they show and that any map projection can be used for each one.

• Political:  political boundaries  (country, state, county examples)
• Physical:  elevation and/or land relief
• Thematic:  shows a theme or topic (climate, ethnic mix of city, land use)

Development:  ?Does it matter what projection is being used to make a map??

I.                    Discuss decisions cartographers must make when making maps.

·        Discuss the history of the Peters Projection.  Gall invented 100 years earlier and Peters adopted to show equality/fairness of all people.  He had a social agenda.  Discuss uses for various projections:

Mercator:  navigation (follow lines at right angles), nice looking map for shapes

Robinson:  textbooks (looks good)

Polar:  flight paths, show accurate perspective for Great Circle Routes/distance from place

·        Show examples of various decisions cartographers have to make when making maps.  Use the map examples: Graduated symbols, Color, Arrows, Israel Map and explain the basic rules behind arrows (movement),

color (dark = more; red=?bad?, light blue=?nice?), graduated symbols to imply value.  Discuss the perception/feeling one gets when seeing a combination of bold/black arrows on the Israel map and how the implication of a small nation being attacked is the message while the purpose might have been to show where fighting is occuring.

II.         Break into groups of 4 and complete the Deconstructing Maps worksheet, using a map chosen by the teacher. 

• What is the map about?
• What is the purpose of the map?
• What is the message of the map?  Is this different from the purpose?
• What decisions did the cartographer make to create this message? (what symbols,colors,etc. were used?)
• What would you have done differently?

Have the groups present their findings, using a transparency of the map or projecting it from the computer screen. 

III.       Cartographer Activity: 

Students will act as chief cartographer of the graphics design department at a newspaper or magazine.  Each student must find a map from a newspaper or magazine, and make suggestions for changes to the map before approving the map for their periodical. 

Closing:  Maps are used throughout the media, in schools, by government officials to send a message or convey ideas/information.  Discuss importance of knowing how to deconstruct a map, look critically at the choices cartographers make and ask questions.  This skill can apply to any way that information is organized and presented, including tables, charts, graphs and the information itself.  We will learn how some countries do not allow the access to information that might contradict messages from the government, and in extreme cases they may not even question or speak out against the government.  This access to knowledge and freedom of speech is a huge advantage we have as U.S. citizens.

Differentiation:

Student Activity Online:

Suggested Assessments:

• Class participation
• Map Projections worksheet
• Deconstructing Maps worksheet
• Cartographer Activity

Resource Bar

Definitions:

Standards:

1:  The World in Spatial Terms

Web Links for Teachers and Students:

Interactive site with some projections

http://www.btinternet.com/~se16/js/mapproj.htm#More

Peters  Projection information

http://www.webcom.com/~bright/petermap.html

http://www.maps.com

Overview of many map projections plus examples

http://www.colorado.edu/geography/gcraft/notes/mapproj/mapproj_f.html

Goodes Atlas

http://www.goodesatlas.com/downloadmaps.htm

Earthquake Activity

http://www.iris.washington.edu/seismic/60_2040_1_8.html

Map Projections (World Geography site: http://members.aol.com/bowermanb/maps.html )

http://atlas.gc.ca/site/english/learning_resources/carto/cart003.html

Discussion Questions:

What did they learn from this activity?

Why should they care about this?

Credits

Bob Manning, 8^th Grade Geography, Stillwater Junior High School, Stillwater, MN

manningr@stillwater.k12.mn.us