How do you use maps in your AP World classroom?

Anne Koschmider Thanks SO MUCH for giving credit to the person that deserves it!

This is the greatest infographic ever made. I had a framed version, but I think I left it behind in the hasty departure from Vietnam. I will have to get another one.

I took one of the blank world maps from this site and had our library make it into a banner sized map that I can write on with vis-a-vis markers (these clean better than dry erase on the banner material). I have thought bubble magnets that I can attach to the white board that the map is on. I've labeled AP regions, marked trade routes, empires, and had little messages like "14 Greenlands fit in Africa" and "The US, China, and Europe, all fit in Africa."

I use maps a lot in class, especially for Unit 2, to markup trade routes and zones of interaction.

My favorite activity, however, is when we change seats at the beginning of each time period.  I got this idea a long time ago from the FB group. Basically, I make each desk a part of the world according the AP geographic zones ( a couple of desks for Europe, some for East Asia, some for South Asia, etc.).  It changes depending on the unit how many of each I have.  Then I read a statement based on the CED that moves students around.  It's a fun way to have an overview of the time period and students are able to make connections about where there is a lot of movement, how this has changed from the last time period, etc. 

Here's the latest one I did for 1450 - 1750.

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We are into maps all the time. I like using the WHP maps, they create a powerful experience. Now that we are in unit 2, we just mapped imperial powers and their colonies that experienced revolutions, so we could create that spatial understanding. Jumping into The Atlantic Revolutions tomorrow, which will connect nicely for the kids! 

Mike Burns That's a great idea!!  Do the kids get to annotate it periodically (or decorate it?)

yes, absolutely! We are creating maps right now on all parts of Unit 2 EXCEPT for...the Mongols. 2.2 is such a clunky fit. Since all of these Networks predate the Mongols we study them,  and then put the Mongols into the picture and study those impacts. I will select a group to add their Network to the map with details. One student made a little paper dhow, and a little paper junk to glue to their map. I'll have him bring that up to the big map.

Students get a big poster board, a group of 3-4, and a graphic organizer that breaks down the categories from the Unit topic Learning Objectives, plus a few things I add (who, what, how, etc) from 2.1-2.7 minus 2.2. They are to draw it, illustrate, and use text boxes to analyze their particular route. I use the resources and readings from here. They are free to do additional research. Then they will do a Gallary walk and complete their graphic organizer and use that info to write their responses to the Learning Objectives.

I just began Unit 2 and have many mapping activities.  One that the students like is this one from Edsitement on Mapping the Path of the Black Death.