Map Drill Questions

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  • April 26, 2011 at 12:43 am
    Tristan
    Participant

    I know the basic idea of map drill and we start Module 4 next week using the SCM handbook to guide us.  As I was reading through I realized I have a few questions:

    1. When doing map drill do you have your children drawing from a historical map of the time?  For example, we’re doing Europe with the Middle Ages so would I choose a historical map that showed some of the names for places at then?

    2. Or do you have your children drawing from a current political map with today’s cities/countries/boundaries?

    3. What map do you look at for your map drill (the one that has all the details filled in? 

     

    I’ve got several options at home for maps to print including the MapTrek collection from Knowledge Quest and the brand new Wonder Maps software from Bright Ideas Press.  I just can’t seem to decide where to begin – lol!

    Thank you for ideas on how you do it with your children!

    April 27, 2011 at 2:49 am
    blue j
    Participant

    Hi Tristan,

    I choose to have my children use current maps.  IMO they need to know where/ what countries are in their world right now and then can reference a map of whatever period to see how it was different at that time.

    I think I may not be understanding your second and third questions quite right… I do not have them draw the map, I have a blank map with the boundaries for each and then they write in the countries they know – each time adding between 1 and 4 more (depending on age/ ability). We also write in names of bodies of water that are pertinent.  For my outline maps I choose to use Uncle Josh’s Outline Maps on CD-Rom.

    April 27, 2011 at 4:37 am
    Christine Kaiser
    Participant

    I would make it depended on the age of the child. For younger children I would use current maps. Older children who have a better concept of time and now and then can do historical maps and current maps to compare the changes.

    I also will use Uncle Josh’s Outline Maps .

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