PART ONE: You will assign each student a partner. They will complete the various tasks on the Student Passport page (Download as PDF or Word Document) to work towards getting their “Virtual Tourist” passport. After completing each required task you need to give each team a sticker, stamp or your initial in the proper box. Students will keep track of their passport page, which documents the completion of their assignments.

Assignments students must complete to get their
Virtual Tourist Passport

Directions: Students are required to complete all ten of the following assignments. They may complete them in any order that they wish. As they complete each assignment the students will show you their work and have their passport page stamped or initialed. When they have completed all of these tasks they must turn the completed sheet into you. Next you will then award the students will a small certificate… passport to become a “Virtual Tourist”.

Student assignments are listed below. (They must complete all tasks.) Award 10 points for each.

1. Brainstorm types of maps

First define the word map. Then do some research to find out more about the different types of maps that exist. Some are maps of a particular place while others focus on specialized topics or themes. Brainstorm and make a list of all the types of maps you and your partner have seen, know about, or can find on the Library of Congress Web site. Do you agree that all of the ones you listed are in fact maps? On which ones do you disagree? What did you run across in your research that you both thought would not count as maps?

2. Daniel’s Dream

Directions: Check out Daniel’s Dream which is a 1500s map of the world.
Study the map and then compare that map to a modern day map of the same area.

  1. What are the three main areas that are depicted on the map?
  2. What are some of the differences in the modern and early maps?
  3. What are some items that the antique map has that the modern does not?
  4. What features does the modern map have that are not present on the antique map?
  5. What do they have in common?
  6. Why do you suppose there are differences in the maps?
  7. What tools might modern geographers have to use that would make map making more accurate?

After brainstorming your ideas and listing them on your paper, click to find out the answer.

3. Weird Maps

This is an example of what some call a weird map of France from the Yale Library collection. To learn more about this map or other unusual maps go to the Antiquarian Map section. Make a map of something that you don’t usually make a map for such as your refrigerator or your locker or another item that you choose. Be creative and be sure to include the major map elements as you put your creative talents to work.

4. Historical Map of the City of Cork

Look at the enclosed map of the City of Cork in Ireland. Use all the clues in the map to explain what you can about the city and its surrounding areas. Write up your findings in a well-organized paragraph. Use the enclosed modern day map of the City of Cork and compare it to the older one. Compare and contrast the two maps.

5. Macau over time

Look at and study the map series on Macao. After studying the maps write a paragraph or more on your analysis of what influence or interest Europe may have had in Macao over the years.

6. Changes in the Windy City: Chicago

Study the three enclosed maps of Chicago in the section listed chronological thinking.

Please note the dates of each map: 1868, 1892 and 1916. Answer the questions below the pictures. Take notes on what you can determine about the changes and challenges this city faced as time went by.

  1. Then study the two Chicago maps that show the city before and after the Chicago fire.
  2. What can you determine about the changes in the city after the fire?
  3. In what ways would life in the areas surrounding the area was burnt down change as a result of the fire?
  4. In what situations would having a series of maps from one place be useful?

7. Aerial Photographs

Study the aerial photograph maps of Manhattan and the one of two rivers: the Rio Negro and the Amazon ---- which shows the convergence of two rivers. What does the word convergence mean?

What advantages might maps made from aerial photographs have over other types of maps?

Then as a follow-up create a map of a favorite park, library, house or apartment as if it were taken as a snapshot from above. It will be a “bird’s eyeK” view of your home. Be sure to include all the necessary map elements.

8. Landsat images

Check out this collection of satellite images that are taken using satellite technology. When finished viewing the exhibit write a paragraph on the ways satellite technology can be used to make more effective maps.

9. Map Projections

To learn more about map projections try this site from National Geographic and investigate the projections section. When finished define at least three types of projections.

10. Make a map

"Anything that can be spatially conceived can be mapped- and probably
has been." From The Nature of Maps by Robinson and Petchenik.

What common characteristics do maps have? What do maps do? Think a bit and brainstorm what they are. Then read more in the introductory section of Zoom into Maps.

Use the classroom dictionary or click on the words below to see dictionary.com’s definition of some important words related to geography and particularly maps.

Define map, cartography and cartographer.

What are the essential elements that a map must have? Learn more about maps and mapmaking from this section. When you finished you should be a master cartographer!

Think of a favorite place. It can be an actual place or a place in your imagination. Map it out. Be sure to include a title, scale, map key, compass rose, and all the elements a good map should have. Add color and label all the significant places. Remember whenever possible to use a symbol to represent various places on your map.

PART TWO

When they students have completed all ten required tasks they will get a passport to become a Virtual Traveler. Then they will choose a place to study further such as Katmandu, Nepal, Monrovia, Liberia or England. (They are free to choose any location in the world as long as they can find maps and other needed information. Students may choose a country, town or city of their choice. Each team selects a different one keeping in mind that that they will make a guidebook and create a student presentation on their destination. ) To narrow down the search you may want them to check out the resources of the CIA Factbook which offers a wealth of information. Keep a list of your resources.

3. As you “travel” you will make a guidebook which you will present to the class via a student class presentation. You will collect and write or draw items to put into your guidebook. Maps are an important element of your guidebook and presentation. The guidebook will be used as a part of your presentation to help convince travel agents to send their clients to your desired location. On the final day of this unit, you will market this place so that the travel agents (your classmates) understand what makes it unique. Check out this rubric to see the way your presentation will be evaluated. Be sure to include relevant maps that you make and find related to your city, town or country.

You will access the selected resources online and you may supplement them with classroom resources.

  1. You will pair students to complete the various tasks to work towards getting their virtual passports. After completing each required task you will give students a sticker or mark your initials on the student passport page. Remind student that they must keep track of their passport page, which documents the completion of all assignments.
  2. When each team has completed all ten required tasks you will give them a certificate…a passport to become a Virtual Traveler. Choose a place to study further such as Katmandu, Nepal, Monrovia, Liberia or Oxford, England. (You are free to choose any location in the world as long as you can find maps and other needed information.)
  3. As students “travel” they will make a guidebook. You will collect and write or draw items to put into your guidebook. The guidebook will be used as a part of your presentation to help convince travel agents to send their clients to your desired location. On the final day of this unit, you will market this place so that the travel agents (your classmates) understand what makes it unique. Check out the Guidebook Worksheet to see the requirements. Be sure to include relevant maps that you make and find related to your city.

Students will access the selected resources online.

Learners will access the on-line resources that you've identified as they go through the process section. You may choose to use the set of links provided

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could al