7/25/02 Joe, new teacher
website and ideas are great! I can't wait to use the plans this fall. Just wondering if you have any suggestions for a good place to find resources for the mapping exercises...I was under the impression you had the students physically identify and label each location. I have had a difficult time finding good blank maps for the students to do their work on. Also the mapping exercise of Rome. Any ideas would be helpful.
" a new and eager" world history/geography teacher
7/29/02 studentsfriend.com reply (updated 12/26/03)
We have developed custom outline maps for use with Part 1 and Part 2 of the Student's Friend outline of world history (available free on this website). To accompany Part 1 are two maps: a map of the world without political boundaries and a map of the Eastern Hemisphere without boundaries. For use with Part 2 of the Student's Friend is an outline map of the world with political boundaries. To download these maps and several others, click here.
I use several maps from reproducible map sets that sometimes accompany geography or history textbooks. Maybe another teacher in your district has a set of these maps that you can copy.
If not, here are some maps you can download, but they're in pdf format, so you'll need Adobe Acrobat reader if you don't already have it installed on your computer.
These maps are from the National Geographic Society: (nice maps, big files)
These maps are from the Florida Geographic Alliance:
The Houghton-Mifflin Company has some nice outline maps that may be downloaded for classroom use at http://www.eduplace.com/ss/maps/. They're in pdf format.
Generally I rely on three outline maps for student practice and tests: Student's Friend Part 1: world outline without political boundaries, and Eastern Hemisphere without boundaries. Part 2: outline map of the contemporary world with political boundaries. Of, course I display other maps using a projector when discussing regions of the world such as South America, sub-Saharan Africa, the Middle East or East Asia, etc.
On my unit tests I provide a copy of the map with the map locations identified by letters. The test gives the name of each location, and students write the letter next to the name. This may not be the best way to do it, but it eliminates the problem of subjectively judging whether the student's identification is close enough to be counted correct; the answer is either right or wrong. I notice the NCGE uses a similar approach on its standardized geography test.
Roman Empire map exercise: