Timeline and Map Criteria



Timeline and Map Criteria

|Topic |Timelines |Maps (geography) |

|brainstorming |Chronology (order) time, absolute or relative |Spatial concepts, distance, elevations, boundaries |

| |time, even increments (e.g. 10 years ), may |(natural and man-made), landforms (physical features), |

| |have a specific point of view or topic, |universal symbols (colors, city etc, railroad, airport), |

| |therefore there may be gaps, events, people, |maps have points of view e.g. regional, land use, |

| |inventions, holidays (re-occurring events), |population, historical , climate, resources, bird’s eye |

| |words, symbols, pictures, illustrations, deal |view, parts of a map (legend, scale, compass, title—tells|

| |with bunched items, simultaneous timelines |purpose or point of view of the map, date of |

| |(matrix, multiple categories) |publication), concepts: place, location, |

| | |human-environment interaction, movement and regions |

| | | |

| | |Need to read and interpret different kinds of maps and |

| | |they need to be able to construct maps |

|K |several ways of measuring time several ways of |Birds eye view, their environment (the room, school) it |

| |measuring time (all relative, not absolute |represents a real place, (not abstract), real |

| |time) Mainly pictures, and illustrations. |representations (stickers—food for cafeteria, ball for |

| | |playground etc) Have a title for map, color key (water, |

| | |fields. mountains. Introduce size (rivers, lakes, |

| | |oceans), make 3 dimensional “maps” -neighborhood with |

| | |boxes. |

|1-2 |several ways of measuring time several ways of |Introduce size (rivers, lakes, oceans), make 3 |

| |measuring time, changing neighborhood (all |dimensional “maps” -neighborhood with boxes., move out |

| |relative, not absolute time), begin relational |scope (e.g. community, region), begin to teach |

| |timelines (grandparents compared to parents |directions, one at a time and in relation to the sun and |

| |compared to me), very simple simple contrasts |time of day (NSEW), simple legend, universal symbols, |

| |(our classroom with some additions of world or |compare globe and maps, relief and flat maps, collect all|

| |city events.) Much more focused on people. |kinds of maps (DisneyLand, Marine World etc.) |

| |(Long ago: long, long ago etc. or grandmother |Identify land masses (continents) by shape and |

| |time ago) Mainly pictures, and illustrations |characteristics, know major landforms |

|3-4 |Maybe famous people (still people but not |Different types of maps (physical and political |

| |people we know), include events (pictures or |boundaries), introducing man made things, create a legend|

| |real items), use literature (e.g. House on |with universal and special symbols, make flat and three |

| |Maple Street), other groups of people (Native |dimensional maps, begin to look at historical maps, |

| |Americans, other community groups, begin to |compare different types of maps, introduce scale (fewer |

| |introduce absolute time (400 years ago, or no |details vs more details), different uses of maps |

| |televsion ago, horse and buggy time; starting |(different professions use maps—use newspapers, ), |

| |to identify eras (e.g. gold rush, missions |personal maps, direction down, orient map to North, |

| |etc.) Will have pictures and illustrations, |identify and construct a compass, use literature for |

| |introduce symbols and depend somewhat on words |maps, using more complex symbols (city size, capitals, |

| | |river size etc.) Worked with State maps as well as local.|

| | |Contrast with U.S. and world maps |

| | |Use a grid for location |

|5-6 |Absolute time, historical time periods, |Construct U.S. and World maps. Different points of view.|

| |contrasted with one another, attention to |Identify and use different types of maps: historical, |

| |events, people, depicting continuous historical|population, resource, landforms, use as data to analyze |

| |events, multiple categories (matrix), pictures,|changes over time (contrast a map of ancient Rome with |

| |illustrations, more dependent on symbols and |present day Rome) include explorer routes (water as well |

| |more dependent on words, more individualization|as land). Read and use an atlas |

| |and student input on their own constructed |Introduce latitude and longitude as a basis for location |

| |timelines. |of the globe. |

| | |Introduce the idea that flat maps are distortions of the |

| | |globe. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download