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AOHT Geography for Tourism

Lesson 5Global Geography

Teacher Resources

Resource Description

Teacher Resource 5.1 Answer Key: World Treasure Hunt

Teacher Resource 5.2 Guide: Which Map?

Teacher Resource 5.3 Presentation and Notes: The Wide World of Maps (includes separate PowerPoint file)

Teacher Resource 5.4 Multi-Pass Instructions: The Wide World of Maps

Teacher Resource 5.5 Guide: World Region Map Assignment

Teacher Resource 5.6 Rubric: Map

Teacher Resource 5.7 Prompts: Learning Objective Reflection (separate PowerPoint slide)

Teacher Resource 5.8 Guide: Teaching Reflection

Teacher Resource 5.9 Key Vocabulary: Global Geography

Teacher Resource 5.10 Bibliography: Global Geography

Copyright © 2007–2016 NAF. All rights reserved.

AOHT Geography for TourismLesson 5 Global Geography

Teacher Resource 5.1

Answer Key: World Treasure Hunt1. What are the seven continents of the world?

Africa, Antarctica, Australia, Asia, Europe, North America, and South America

2. What are the five oceans in the world?

Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean, and Southern Ocean

3. What are the four cardinal directions?

North, south, east, and west

4. Turkey borders three different seas. What are they?

Black Sea, Aegean Sea, and Mediterranean Sea

5. There are three very large islands off the west coast of Italy. One is part of France and the other two are part of Italy. What are their names?

Corsica (France), Sardinia (Italy), and Sicily (Italy)

6. What is one of the countries in Africa that lies on the equator?

Gabon, Republic of the Congo, Democratic Republic of the Congo, Uganda, Kenya, or Somalia

7. What is the large desert in China?

Gobi Desert

8. Where, and what, is Mandalay?

It is both a city and a region in Myanmar, or Burma

9. What is the largest mountain range in North America?

Rocky Mountains

10. Name two countries in South America that are landlocked and do not have a coastline.

Bolivia and Paraguay

11. What are three of the countries that border Iraq?

Iran, Kuwait, Jordan, Syria, and Turkey

12. Besides Australia and New Zealand, name two island territories or island countries in the Southern Pacifica/Oceania region of the world.

American Samoa, Cook Islands, Fiji, Guam, Kiribati, Marshall Islands, Micronesia, Nauru, Palau, Papua New Guinea, Samoa, Tonga, Tuvalu, and Vanuatu




Guide: Which Map?Cut up the descriptions below and post each one on a separate sheet of chart paper.

Scenario #1: Dakarai is a clerk working for a US senator. The senator needs to vote on a bill that deals with global warming. The senator asks Dakarai to put together a report on how global warming may affect their state. What kind of map(s) should Dakarai use?

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Scenario #2: Tarana is a history professor at the state university. She is getting ready to give a lecture on the collapse of the Soviet Union from 1989‒1991. What kind of map(s) should Tarana use?

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Scenario #3: Citra and George are getting married next year. They want to go mountain climbing in Africa on their honeymoon. What kind of map(s) should they use?

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Scenario #4: Ewan works for a nonprofit organization that helps low-income families, especially single mothers with young children. He thinks the organization has overlooked one neighborhood where a lot of people are struggling. His boss has agreed to increase their work in that neighborhood, but only if Ewan can prove that enough families in that neighborhood have incomes below a certain level. What kind of map(s) should Ewan use?



Scenario #5: Aileen, Beatrix, and Greta are planning a trip after they finish their sophomore year of college. They want to drive from their university in San Francisco to Aileen’s parents’ house in Seattle and visit some of the attractions on the way. What kind of map(s) should they use?

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Scenario #6: Yusuf is a graduate student studying Native American culture. He wants to spend the summer doing research about the various Native American languages among the tribes of the Northeastern United States. He plans to apply for a grant to get money to pay for his research. In order to win the grant, he has to show the grant administrators specific information about what he wants to research. What kind of map(s) should he use?

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Scenario #7: Carlos has a week off from college in early March. He knows that he wants to travel to Puerto Rico to visit his family in San Juan. Since he's visited them many times before, he knows about all the museums and historical sites within the city's limits, but this time he'd like to rent a car and visit the surrounding area's popular beaches, museums, and historical sites. What kind of map(s) should he use?

Suggested AnswersKeep in mind there may be additional correct answers; however, each answer should include the following map type(s):

Scenario #1: climate map

Scenario #2: political map, historical map

Scenario #3: topographic map

Scenario #4: economic map, population map

Scenario #5: road map

Scenario #6: language map

Scenario #7: tourism map, road map




Presentation Notes: The Wide World of MapsBefore you show this presentation, use the text accompanying each slide to develop presentation notes. Writing the notes yourself enables you to approach the subject matter in a way that is comfortable to you and engaging for your students. Make this presentation as interactive as possible by stopping frequently to ask questions and encourage class discussion.

Maps are used to organize and classify the world as we know it. There are many different types of maps, each with its own purpose. Professionals in hospitality and tourism are especially concerned with maps that help visitors to explore a destination. Maps help people find their way; they are thus known as “wayfinding tools.” Today, we are going to learn about some of the most commonly used types of maps.

Presentation notes



Since earliest times, humans have always been curious to know how big their world really is and what lands lie beyond the horizon. One of the main ways that people express the way they see the world is through maps. Maps, in essence, are “snapshots” of how people and societies see and organize the geographic elements on the earth’s surface. That is one of the reasons why maps change over time and why an old map may no longer be accurate.

Maps are never 100% accurate or complete. No map can include every single physical or cultural detail of a place; if it did, it would be so confusing that nobody would be able to read it. The cartographer, or person making the map, must decide what to include and what to exclude. As a result, maps may be imprecise or even biased, depending on the mapmaker.

The ancient map above comes from the medieval period. We can tell that this map comes from Europe, because it emphasizes Christian ideas. This map shows the Christian god looking down on the world. The center of the world (the red dot) is Jerusalem, where Christianity was founded. If you looked at an Arabian map from this same time period, it would look very different.

The modern map above is a political map which shows the present-day world and identifies countries and boundaries. You will learn more about different types of maps as we move through this lesson.

Presentation notes



For years, road maps looked like the big picture above—a piece of paper that identified roads, highways, and cities for people who were trying to get from one place to another. Now you can also look at a map on the Internet at sites like MapQuest and Google Maps, which offer driving directions.

GPS is a new technology that has changed the way we look at road maps. It stands for global positioning system. GPS uses a series of satellites orbiting the earth to track where you are. It transmits this information to a receiver, which could be a navigation device in your car or on your smartphone. You can tell it where you want to go, and the GPS will use the digital map in its computer memory to figure out how to get you there. A GPS device uses audio commands like “turn right” to guide you straight to your destination.

GPS is also helpful for hikers, birdwatchers, and other explorers of the outdoors. It has even created a fun new sport called geocaching, where you use your GPS to find hidden containers, or “caches” or “geocaches,” anywhere in the world.

Road maps tend to be larger in scale, which means they show more detail of a smaller area. Think about it this way: if you want to drive from Reno, Nevada, to Las Vegas, you need a map of Nevada. You don’t need a map that shows the whole world—that’s too much information. But if you’re trying to figure out where the country of Afghanistan is, you need a world map, not one that shows you which road to take to reach Las Vegas.

Presentation notes



Unlike road maps, political maps can be of any scale. Usually we see small scale political maps, which show boundaries between countries. However, we may see larger scale maps that show the boundaries between states, counties, cities, or political districts.

Political maps may change a lot over time. Here are some examples of things that change a political map:

Places change their names. Many countries in Africa and Asia, for example, had different names when they were colonies of European countries. On older maps, you might see places called the Belgian Congo or the Dutch East Indies. But you won’t find those names on modern maps. Today you would see the Democratic Republic of the Congo where the Belgian Congo used to be, and Indonesia where the Dutch East Indies used to be.

Some countries go away and other countries are created. If you looked at a world map from the early 1980s, for example, you would see a huge country called the USSR. This was the Union of Soviet Socialist Republics, which Russia created after World War I. Russia also controlled Poland, Czechoslovakia, and many other countries. In 1991, the USSR dissolved, and many new countries were created out of the remnants of the USSR.

If you want to know the current name of a country, an old political map won’t necessarily help you. But old political maps can give us a good historical perspective on how people saw the political world of their time.

Presentation notes



Topographic maps are useful in many fields, including land-use planning, large building development, earth sciences, and mining. They are also useful for recreational activities like hiking. Some topographic maps show both natural and man-made features. The most common way to identify elevation in a topographic map is by color—the colors change as the elevation increases. Height can also be shown by lines of elevation.

Most countries have a government agency or institution that handles the creation of topographic maps. In the United States, it’s the USGS, or United States Geological Survey. The USGS has developed digital topographic maps, called US Topo Maps. They look like traditional paper maps, but people use them to conduct geographic analyses. These online maps are available at the USGS website (http://www.usgs.gov/). There you can download the latest maps and historical maps. You can even make your own topographical map!

Topographic maps can be any scale. A map can show the topographic details of a city (large scale), a region, a country, or the whole world (small scale).

Presentation notes


http://www.usgs.gov/


Some maps show climate zones, regions around the world that have common annual or seasonal temperature and weather patterns. Climate maps may also show precipitation, like the map above, temperatures, or weather-related events (hurricane, tornadoes, etc.). Some climate maps are used to track the effects of climate change, like global warming.

Like topographic maps, climate maps can come in any scale.

Wikimedia Commons, GNU Free Documentation License.

Presentation notes



Economic maps can track many different types of financial data. Like climate or topographic maps, an economic map may use any scale. It may show the GDP, or gross domestic product, of every country in the world, or it may show average household incomes in a specific city.

The gross domestic product is a basic measure of an economy’s economic performance. It is the market value of all final goods and services made within the borders of a nation in a year. The gross regional product, which is tracked in the map above, tracks the market value of all final goods and services for a region of a country. So the map above shows how different regions of Sweden made different amounts of money on a per-person basis.

Tracking economic data on a map is helpful in many ways. If you’re not familiar with a city, an economic map can help you predict where the major companies or industries are. If you compared this map to a map identifying Sweden’s major cities, you would notice that the darkest blue areas (where the highest GRP is) are also where the big cities are. An economic map can help demonstrate the connection between where a city is located and its economy. For example, notice that all of Sweden’s wealthiest areas are on the coast. That makes sense, since Sweden has historically been very involved with fishing, shipping, and other maritime industries.

Wikimedia Commons, licensed under the Creative Commons Attribution ShareAlike 2.5 License.

Presentation notes



Like many other types of maps, population maps can be created in any scale. This map shows the population of a county, but you could show the population of anything from a city to the whole world. The map uses different colors to identify different population levels, as shown in the map legend above.

Why do we track population on maps? First of all, it can help us be aware of the types of places that people tend to live. Population maps can also be useful for governmental reasons. For example, some government services are distributed based on the number of people who live in a specific area. You can use a population map to identify which areas deserve more services.

On this particular map, streets and bodies of water (like streams) are also identified. These details influence where people live and how they travel to get from place to place.

Wikimedia Commons, public domain in the United States, United States Federal Government under the terms of Title 17, Chapter 1, Section 105 of the US Code.

Presentation notes



Language maps, which are a kind of linguistic map, help us identify the most common language spoken in various places. This map shows that a large number of people in and around Iran speak Persian. Dari and Tajiki are dialects, or variations, of Persian. Balochi, Pashto, and Kurdish have the same roots as Persian, but over time those languages have changed significantly. If you looked at a very old language map of this region, almost everyone would speak Persian, but as different groups of people have lived in different parts of the region, they have evolved their own languages.

Tracking language use on a map can help us to understand why language use changes. For example, the increased use of Spanish in the southwestern United States makes sense; those states are closer to Mexico and Latin America than other states like Wyoming or Minnesota. In fact, most of the southwestern United States was once part of Mexico. These states are major entry points for immigrants coming into the United States from Central and South America. A language map can show exactly where the border is and how the use of Spanish changes as people move farther away from the border. A linguistic map can also help us recognize new trends, such as the increasing use of Spanish in all states across the United States. For example according to the US Census Bureau, in North Carolina the Hispanic population increased by 111% from 2000 to 2010.

Wikimedia Commons, GNU Free Documentation License.

Presentation notes



The world is physically and politically divided into seven continents. There are 193 countries excluding Taiwan, which is not considered an official country by many (including the United States).

Montenegro became a new country in 2006. Some countries consider Kosovo a new country; Kosovo declared independence from Serbia in January 2008, but its independence has not yet been recognized by a majority of the world’s countries. Perhaps the newest country in the world is the Republic of South Sudan. It split off from Sudan and became independent in 2011 after many years of civil war between its northern and southern regions. Since 1990, at least 27 new nations have come into being. Many of these emerged from the collapse of the Soviet Union (15 countries) and the breakup of the former Yugoslavia (6 countries).

Maps give us a good perspective on our world today, and future generations will look back at our maps and use them to understand our culture, just as we look at old maps and use them to understand the history and culture of long-lost civilizations.

Presentation notes



Tourism maps show destination highlights for either countries, regions, cities, or neighborhoods. The tourism map shown on the left presents the main tourist attractions in downtown Minneapolis, Minnesota. General tourist maps such as this one usually include geographic features, like roads, cities, rivers, and lakes, as well as sites of particular interest to tourists, such as national parks, hotels, historical landmarks, architectural landmarks, and museums. These maps are meant to familiarize tourists with a given area and provide information on possible travel routes and itineraries. Some tourist maps are specialized and focus on a particular theme, such as roadside attractions along Route 66 in the United States, shown at right, or ancient ruins in Greece.

Because these maps are often used by tourists while they are travelling, tourism maps are usually published as booklets or part of guidebooks.

Both maps: Retrieved from Wikimedia Commons and reproduced here under the terms of the Creative Commons Attribution-ShareAlike 3.0 Unported License.

Presentation notes




Multi-Pass Instructions: The Wide World of MapsFirst Pass: Survey (5 Minutes)

Read the title and introduction, and note the sections of the presentation.

Examine the map and try to make connections between the type of map and the information presented on it. For example, “This is called a population map. What does it show that earns it that name?”

Read the headings to see how the presentation is organized.

Paraphrase the information acquired.

Second Pass: Size Up (10 Minutes) Identify key concepts by using titles and headings, visuals, bold print, italics, and/or color codes.

Generate questions about key concepts and answer them by looking at the slides.

Paraphrase key concepts.

Complete as much of the graphic organizer as possible.

Third Pass: Sort Out (10 Minutes) Answer student-generated questions and reinforce key concepts.

Revise the graphic organizer as necessary.




Guide: World Region Map AssignmentIn this assignment, students will work together to create a map of a country. The map will include the following:

Major regions within that country

Capital city and other major cities

Major landforms and bodies of water

Most popular tourist sites

Determine the Number of GroupsFrom a North American perspective, the world is divided into eight regions (North America, Mexico and Central America, Bermuda and the Caribbean, South America, Europe, Asia, Middle East and Africa, and South Pacific). However, many geographers divide the world into the following 11 regions:

North America (United States and Canada)

Middle America (Mexico, Central America, Caribbean)

South America (Brazil, Chile, Peru, and so on)

Europe (Western and Eastern Europe, which includes all of Russia)

North Africa (Morocco, Tunisia, and so on)

Sub-Saharan Africa (Angola, Madagascar, Mauritania, and so on)

Southwest Asia (Turkey, Saudi Arabia, and so on)

Central Asia (Kazakhstan, Uzbekistan, and so on)

Southeast Asia (Cambodia, Thailand, Vietnam, and so on)

East Asia (China, South Korea, and so on)

Oceania and Antarctica (Australia, the South Pacific, and Antarctica)

Select one country to represent each world region. Determine whether 11 groups is a workable number for your class size. If not, you may select more than one country per world region.

Prepare “Starter” MapsThe students will create their maps on a sheet of chart paper, but they will need “starter” maps from which to draw basic information. Before Class Period 3, obtain example maps that students can use to create their maps. These should be simple political maps with clear outlines and boundaries for students to transfer onto their own maps. Every group will need at least one photocopy or printed map that they can write on; you may wish to provide other maps that students may look at as well.

Prepare MaterialsEach group will need a sheet of chart paper. Students will also need pencils, colored pencils or markers, and rulers to help them create their maps.

Students will also need research materials to help them identify the information they need. These may consist of printed maps, atlases, or computers with Internet access.




Rubric: MapStudent Names:_____________________________________________ Date:_______________

Exemplary Solid Developing Needs Attention

Visual Design Assignment is highly attractive, well designed, and professionally laid out. Appropriate symbols are used tastefully and effectively.

Assignment is attractive and has a good design and an organized layout. Symbols are used effectively.

Assignment lacks good design and organization. Too many or too few symbols are used, and they are not used effectively.

Assignment is messy and contains no coherent visual design. Symbols are not present at all or, if present, distract from the content.

Comprehension of Subject Matter

All content is accurate and complete and communicates a complete understanding of the topic.

Most of the content is accurate and shows mastery of the topic.

Content shows some flaws and omissions and illustrates only partial knowledge of the topic.

Much of the content is inaccurate and confusing and communicates very little understanding of the topic.

Required Format and Elements

Required format and all elements are included in the assignment. Some additional elements are included to enhance the assignment.

Required format and all elements are included in the assignment.

Format does not meet the assignment specifications, and one or two of the required elements are missing.

Format is completely different from the assignment specifications, and more than two elements are missing.

Legend, Labels, and Titles

Labels and titles are concise and clearly fit the content. The legend is well designed and easy to read.

Labels and titles are somewhat concise and fit the content. The legend is readable.

Labels and titles are somewhat vague and do not fit the content. The legend is too “busy” or small, making it confusing or hard to read.

Labels and titles are all confusing and do not fit the content. The legend is unreadable or not present.

Mechanics No grammatical, spelling, or punctuation errors.

Few grammatical, spelling, or punctuation errors.

Some grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Group Work All of the group members participated completely and enthusiastically, exceeding expectations for the assignment tasks.

All of the group members participated completely, meeting all of the requirements for the assignment tasks.

Most of the group members participated, completing most of the requirements for the assignment tasks.

Some of the group members did not participate, causing the group to miss some of the requirements for the assignment tasks.

Additional Comments:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________



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Guide: Teaching ReflectionThis guide provides ideas for improving students’ ability to reflect on their learning. It includes specific suggestions for helping students reflect on meeting the learning objectives of a lesson. Students participating in NAFTrack Certification will benefit from practicing reflective writing, since they will respond to reflection prompts as part of the NAFTrack Certification process.

All thinking requires some type of reflection in order for learning to take place. Reflection is a cluster of skills that involves observing, questioning, and putting ideas and experiences together to give a fresh meaning to them all. The reflection activities throughout this course bring students a sense of ownership of what they have learned and a better understanding of themselves and their abilities.

Build your students’ reflection skills by starting with easier reflection questions that lead to more complex ones. The list below, based on Bloom’s Taxonomy, helps students break down what they need to think about so that they gain confidence and strengthen their metacognition. Because each question takes the previous answer a step further, students can come up with answers to each question and eventually wind up with everything they need to work with to craft an answer for the highest-level reflection questions.

Learning Levels (From Lower to Higher Order) Examples of Reflection Questions

Remembering (retrieving, recognizing, recalling) What can I remember? What did I do?

Understanding (constructing meaning) What do I think it means? What conclusions did I come to? What are my takeaways? What did I get out of it?

Applying (extending learning to a new setting) How could I use this [knowledge, experience] again? In what new way could this be valuable?

Analyzing (breaking material apart, seeing how the parts fit together and what the overall purpose is)

What are the different parts of this [experiment, assignment, project, experience]? As a whole, what is the purpose/main idea?

Evaluating What has this [project, assignment, experience, experiment] taught me about myself—my strengths, my challenges? What am I proud of? What could I do better next time? What are my contributions? I used to think…but now I think….

Creating Is there another, better way to put the pieces of this [project, assignment, experience, experiment] together? What could I [create, write, plan] next?

Another source of ideas for teaching reflection: http://www.visiblethinkingpz.org/

Follow these tips to guide students in responding to reflection questions on learning objectives:


http://www.visiblethinkingpz.org/


Read the reflection question aloud to the class and have students rephrase the question using their own words.

Explain that they should use the reflection question to describe what they have learned during the lesson as it relates to the learning objective.

Review the meaning of the learning objective before students get started on their reflections.

Refer to the examples below, which represent good responses to these types of reflection questions.

ExampleBelow is an example learning objective with example student reflection prompts and responses. Although students only encounter the actual NAFTrack Certification prompts once they are on the NAFTrack Certification assessment platform, examples like these give students a sense of the type of reflection they will be asked to engage in. You can copy and paste these examples into a Word document for students to review and discuss as a class. You can add more prompts for students to answer, or customize this content to best suit your students and your goals for them.

Learning objective Evaluate how travel and tourism has changed in the last 100 years

Prompts and responsesThink of the assignments that you completed during this lesson. Choose one to use as your work sample as you answer the questions below.

Explain how completing this work sample helped you to meet this learning objective. Describe the ideas and skills that you used.

For my Then and Now assignment, I compared lodging from a century ago to lodging today. It helped me to meet this learning objective because I evaluated change over time in this sector of hospitality and tourism. This assignment involved thinking about many ideas that show how change has occurred. The idea of comfort, for example: lodging today is much more comfortable than it used to be. Other ideas are convenience and privacy. Today, hotel rooms have their own bathrooms. But in 1914 there might be only one bathroom for 15 hotel bedrooms. Or, there might just be an outhouse and no indoor bathroom at all. Skills I used to complete this assignment include researching and analyzing. I used these skills in order to learn about changes and evaluate them.

Describe what you could improve about your work sample.

My hotel room pictures for today weren’t always a good match for the pictures from a century ago. It would have been easier to see how much change has happened if the matches were better. I also think my summary was more like a description with lots of details than a summary. It was hard to stick to the main points.

Promoting Reflection in the ClassroomYou can also use the following sample questions to promote a culture of reflection in your classroom—during class and small-group oral reflections, during PowerPoint presentations, and when students are having a discussion and you want to draw them out more.

Can you discuss that more?

Why do you think that happens?

What evidence do you have to support that?

Do you see a connection between this and _________?



Does this remind you of anything else?

How else could you approach that?

How could you do that?




Key Vocabulary: Global Geography

Term Definition

aerial photography Taking photographs of the ground surface from an aircraft, a spacecraft, or a rocket.

capital A city serving as a seat of government.

cardinal direction The four directions most commonly used for geographic orientation on Earth: north, south, east, and west. Also called the “cardinal points” on a compass.

cartographer Someone who makes maps and uses them to analyze patterns, plan land use, and problem-solve tourism impacts.

cartography The science or art of making maps.

climate map A map that shows the annual or seasonal pattern of the climate, including precipitation (rain and snow) and temperature, of a region.

continent One of the seven great divisions of land on the globe.

country A sovereign or independent political state.

desert Dry, barren land with few plants and animals.

digital cartography A semiautomated process that uses GIS elements to create maps.

economic map A map that features the type of natural resources or economic activity that dominates an area.

equator A great circle of the earth that is everywhere equally distant from the two poles and divides the planet into the Northern and Southern Hemispheres.

geocaching An outdoor sporting activity in which the participants use GPS and other navigational techniques to find hidden containers, called "geocaches" or "caches," anywhere in the world.

GIS Geographic Information System; computerized system for storing and analyzing geographical information, such as the physical and cultural features of a destination.

GPS (Global Positioning System)

A navigating system that uses satellites to track your location and is used increasingly in travel and tourism.

landform A natural feature of a land surface.


http://en.wikipedia.org/wiki/Earth

http://en.wikipedia.org/wiki/Geographic


Term Definition

language or linguistic map A map that shows the different types of languages and dialects spoken in an area.

large-scale map A map that shows a very small area of the earth’s surface; buildings and streets are all very large on a large-scale map.

map A visual or graphic representation of how a person or a society sees and organizes the geographic elements of the world.

map legend An explanatory list of the symbols on a map.

mountain A landmass that rises noticeably above its surroundings and is higher than a hill.

neatlines Lines that frame the map and indicate the boundaries or limits of what the map shows.

North Pole The northernmost point of the earth.

ocean Any of the earth’s largest bodies of water (such as the Atlantic Ocean).

orientation Awareness of where one is in space, in terms of direction and location.

physical map A map that illustrates the physical features of an area, such as mountains, rivers, and lakes.

political map A map that indicates state and national boundaries and capital and major cities; can also show congressional districts, counties, and other political areas.

population map A map that shows the distribution of people over an area; can further specify population by gender, ethnicity, age, and other data.

region An area characterized by similar geographic features.

road map A map that shows driving directions and is used to plan trips.

satellite image/aerial map A map with digital images from satellites or photographs from airplanes showing a particular area of the earth.

scale An indication of the relationship between the distances on a map and the corresponding actual distances on the earth’s surface; on maps this may be similar to a ruler.

sea A body of salt water (usually) that is smaller than an ocean and partially or wholly surrounded by land and/or islands.

small-scale map A map that shows a very large area of the earth’s surface; mountains and cities are much smaller on a small-scale map.


http://www.merriam-webster.com/dictionary/northernmost


Term Definition

South Pole The southernmost point of the earth.

territory An administrative subdivision of a country.

topographic map A map with contour lines to show the shape and elevations of an area.


http://www.merriam-webster.com/dictionary/southernmost



Bibliography: Global GeographyThe following sources were used in the preparation of this lesson and may be useful for your reference or as classroom resources. We check and update the URLs annually to ensure that they continue to be useful.

PrintLandry, Janice L., and Anna H. Fesmire. Explorations: Travel Geography and Destination Study. Englewood Cliffs, NJ: Prentice Hall, 1994.

Starr, Nona. Exploring the World: Geography for Travel Professionals. Wellesley, MA: Institute of Certified Travel Agents, 2001.

“World Map by Ptolemy,” 1478; Library of Congress, Call in number Illus. in Incun. 1478 .P855 Rosenwald Coll., Reproduction number LC-USZ62-110342.

OnlineAber, James S. “Brief History of Maps and Cartography.” Emporia State University, http://academic.emporia.edu/aberjame/map/h_map/h_map.htm (accessed December 30, 2014).

About.com: Geography, http://geography.about.com/ (accessed December 30, 2014).

Best World Atlas, http://alew.hubpages.com/hub/Top_Tourist_Attractions (accessed December 30, 2014).

“Countries.” The World Bank, http://www.worldbank.org/en/country (accessed December 30, 2014).

“Countries of the World.” Infoplease, http://www.infoplease.com/countries.html (accessed December 30, 2014).

“Elements That Are Found on Virtually All Maps.” University of Colorado at Boulder, http://www.colorado.edu/geography/gcraft/notes/cartocom/elements.html (accessed December 30, 2014).

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