WHAT WHY PEOPLE CREATE MAPS?
Activity I	Describing Places 
Task: Create 2 versions of school map [new principal/ new student]
RC1: Map of Miami: focus:  Metro rail
RC2: Map of Miami: focus: Downtown
RC3: Map of Miami: focus: Metropolitan
RC4: Map of Miami: focus: Miami and vicinity	Activity II	Planning
Task: build a 3-D city model; explain all decisions
RC1: 5 simple growth patterns
RC2: City of Jerusalem [15th/16th century]
RC3: City of Moscow [1800] [circle]
RC4: City of Washington D.C. [15th/16th century] [1/2]
RC5: City of Palmanova [military town] [star]	
Activity III	Tracing Movement 
Task: Choose one RC; Panel prepares report on this crisis how maps help informs us to both problems/solutions
RC1: Medical maps: London [1855]: cholera deaths
RC2: 1918 Flu Epidemic: U.S.
RC3: Planter migration routes [1700’s
RC4: Jewish migration: 1933-1940	Activity IV	Understanding change 
Task: poem that tells about understanding change in both the physical world and mapmaking; compare/contrast today-B4 18th century
RC1: Maps of Europe [1918] and [1948]
RC2: World map before 1600: heart shape: Mercator’s teacher
RC3: Constantinople [1482] – prominent landmarks
RC4: Aerial view of Istanbul [1999] Tourist map [1990’s]	
Activity V	Forensic Science 
Task: skit: uses forensic mapping to solve a mystery or crime
RC1: fingerprints
RC2: DNA chart 
RC3: dental charts
RC4: skull [dental solution]	Activity VI	Earth’s Systems 
Task: Song about a sea route choice between hemispheres
Activity card: 4 types of physical processes
RC1: ocean currents: warm/cold between continents
RC2: prevailing wind directions [westerly, trade, polar]
RC3: Atlantic wind and water currents	
Activity VII	Illustrating Characteristics 
Task: brochure/poster of region of Australia
RC1: political map 	RC2:  physical map
RC3: land use map and population map 	RC4: precipitation map and vegetation map