Title: 
Headings:  Maps and Map Learning in Social Studies
Research
 
and
 
Practice

Maps
 
and
 
Map
 
Learning
 
in
 
Social
 
Studies

Sarah
 
Witham
 
Bednarz,
 
Gillian
 
Acheson,
 
and
 
Robert
 
S.
 
Bednarz

Assessing
 
Students’
 
Knowledge

Teachers’
 
Goals

www.odt.org

Map
 
Learning


 
Map
 
Curriculum

An
 
Invitation
 
to
 
“Live
 
and
 
Learn
 
in
 
Historic
 
Virginia”

For
 
details,
 
call
 
(804)
 
493-8038,
 
ext.
 
1558

 
—Denis
 
Wood

Talking
 
Back
 
to
 
Maps

RESOURCES
 
FROM
 

RETHINKING
  
SCHOOLS

VISIT
 
US
 
AT
BOOTH
 
216
 
ATNCSS2006
 

IN
 
WASHINGTON,
 
D.C.

RETHINKING
 
SCHOOLS
 
MAGAZINE

THE
 
LINE
 
BETWEEN
 
US
Teaching
 
About
 
the
 
Border
and
 
Mexican
Immigration

RETHINKING
 
GLOBALIZATION

Teaching
 
for
 
Justice
 
in
 
an
 
Unjust
 
World
 

OPEN
 
MINDS
 
TO
 
EQUALITY


Sourcebook
 
of
 
Learning
 
Activities
 
to
 
Affirm
Diversity
 
and
 
Promote
 
Equity

Here
 
are
 
three
 
strategies
 
to
 
help
 
students
 
become
 
more
 
critically
 
“carto-literate”:

MAPS
 
from
 
page
 
404


Content: Maps and Map Learning in Social Studies
Social
 
Education
 
70(7),
 
pp
 
398–404,
 
432
©2006
 
National
 
Council
 
for
 
the
 
Social
 
Studies
Research
 
and
 
Practice
“Research
 
&
 
Practice,”
 
established
 
early
 
in
 
2001,
 
features
 
educational
 
research
 
that
 
is
 
directly
 
relevant
 
to
 
the
 
work
 
of
 
classroom
 
teachers. Here,
 
I
 
invited
 
geographer
 
Sarah
 
Bednarz
 
and
 
her
 
colleagues
 
to
 
summarize
 
the
 
research
 
on
 
teaching
 
and
 
learning
 
with
 
maps
 
in
 
the
 
social
 
studies
 
curriculum. —Walter
 
C.
 
Parker,
 
“Research
 
and
 
Practice”
 
Editor,
 
University
 
of
 
Washington,
 
Seattle
Maps
 
and
 
Map
 
Learning
 
in
 
Social
 
Studies
Sarah
 
Witham
 
Bednarz,
 
Gillian
 
Acheson,
 
and
 
Robert
 
S.
 
Bednarz
Maps
 
are
 
not
 
the
 
whole
 
of
 
geography,
 
but
 
there
 
can
 
be
 
no
 
geography
 
without
 
them. In
 
fact,
 
well-known
 
geographers
 
have
 
often
 
defined
 
their
 
subject
 
around
 
maps
 
and
 
map
 
use. In
 
1939,
 
Richard
 
Hartshorne
 
stated,
 
“So
 
important
 
is
 
the
 
use
 
of
 
maps
 
in
 
geographic
 
work
 
that
 
...
 
it
 
seems
 
fair
 
to
 
suggest
 
to
 
the
 
geographer
 
if
 
the
 
problem
 
cannot
 
be
 
studied
 
fundamentally
 
by
 
maps
 
...
 
then
 
it
 
is
 
questionable
 
whether
 
or
 
not
 
it
 
is
 
within
 
the
 
field
 
of
 
geography. ”1
 
Fifty
 
years
 
later
 
Peter
 
Haggett
 
expressed
 
the
 
same
 
sentiment
 
even
 
more
 
directly
 
and
 
succinctly: “Geography
 
is
 
the
 
art
 
of
 
the
 
mappable. ”2
Since
 
1990,
 
the
 
importance
 
of
 
maps
 
and
 
other
 
graphic
 
representations
 
has
 
become
 
even
 
more
 
important
 
to
 
geog-
raphy
 
and
 
geographers. This
 
is
 
due,
 
to
 
a
 
large
 
extent,
 
to
 
the
 
development
 
and
 
widespread
  
diffusion
  
of
  
geographic
 
(spatial)
 
technologies. As
 
computers
 
and
 
silicon
 
chips
 
have
 
become
 
more
 
capable
 
and
 
less
 
expensive,
 
geographic
 
informa-
tion
 
systems
 
(GIS),
 
global
 
positioning
 
satellite
 
(GPS)
 
receivers,
 
and
 
remotely
 
sensed
 
images
 
of
 
Earth
 
from
 
airplanes
 
and
 
satellites
 
have
 
become
 
accessible
 
to
 
geography
 
students
 
and
 
faculty
 
at
 
all
 
lev-
els.