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: umich.edu/~mejn/election/.
 
prepared
 
and
 
motivated
 
to
 
teach
 
about
 
and
  
with
  
maps. Teaching
 
about
  
maps
 
means
 
providing
 
students
 
with
 
the
 
skills
 
and
  
understandings
  
required
  
to
  
read,
 
interpret,
 
and
 
produce
 
maps. Teaching
 
with
  
maps
  
means
  
using
  
maps
  
to
  
help
 
students
 
learn
 
key
 
social
 
studies
 
concepts
 
and
 
relationships. Teaching
 
with
 
maps
 
enables
 
students
 
to
 
learn
 
through
 
maps—
that
  
is,
  
to
  
think
  
spatially—in
  
various
 
reasoning
 
and
 
problem-solving
 
contexts
 
in
 
the
 
classroom
 
and
 
real
 
world.10
 
A
 
recent
 
survey
 
completed
 
by
 
mem-
bers
 
of
 
the
 
Texas
 
Alliance
 
for
 
Geographic
 
Education
 
provides
 
information
 
about
 
teachers’
 
attitudes
 
towards
 
maps,
 
how
 
they
 
use
 
maps,
 
and
 
how
 
they
 
teach
 
map
 
skills.11
 
These
 
teachers
 
taught
 
elemen-
tary
 
(K-5),
 
middle
 
(6-8),
 
and
 
high
 
(9-12)
 
school,
 
and
 
they
 
ranged
 
in
 
classroom
 
experience
 
from
 
one
 
to
 
38
 
years
 
with
 
an
 
average
 
of
 
almost
 
14
 
years. All
 
were
 
expected
 
to
 
teach
 
map
 
skills
 
as
 
a
 
compo-
nent
 
of
 
the
 
state-mandated
 
social
 
studies
 
curriculum,
 
which
 
includes
 
geography
 
as
 
a
 
strand
 
from
 
kindergarten
 
to
 
grade
 
12. The
 
survey
 
revealed
 
that
 
these
 
teach-
ers’
 
methods
 
were
 
highly
 
individualized. They
 
used
 
a
 
variety
 
of
 
approaches
 
and
 
materials,
 
including
 
the
 
textbook,
 
work-
books,
 
and
 
self-made
 
worksheets. Three
 
broad
 
approaches
 
to
 
teaching
 
map
 
les-
sons
 
were
 
identified: employing
 
hands-
on
 
activities,
 
repeating
 
lessons
 
periodi-
cally,
 
and
 
making
 
the
 
content
 
relevant
 
to
 
students. Teachers
 
described
 
hands-on
 
activities,
 
especially
 
“making”
 
(labeling
 
blank
 
outline
 
map