Children Map Their World. Interpretation of How Maps Represent Plural Ways of Learning about our World by Denise Halsey. Country: Indonesia. We A re All in the S ame Boat, No M atter what Country W e O riginate F rom.
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Children Map Their World
Interpretation of How Maps Represent Plural Ways of Learning about our Worldby Denise Halsey
We Are All in the Same Boat, No Matter what Country We Originate From
Worldview Interpretation: This child seems to view the world as many
different cultures working together to achieve a goal that we share.
He/she believes in all of us, working together in a peaceful manner and
supporting oneanother, no matter what our country of origin is.
A Variety of Cultures Joined Together to
Create a Welcoming World
Worldview Interpretation: My views on the above map is that this child sees the
World in which we live to be a very welcoming place by all of the people who
live here. It also appears that the people from the different countries are holding
hands in the illustration, which to me means that this child sees the varying
cultures working together and supporting one another.
Through a Kaleidoscope of World Views,
We all Strive for a Common Goal…Peace
Worldview Interpretation: When I saw this illustration, I immediately thought
of a kaleidoscope. It appears that this child believes there are many “pieces” that
make up the world in which we live. These pieces, like a kaleidoscope, come
Together to make one complete picture. The child depicts a variety of places
Around the world through each of the dissected pieces.
Altogether We Are One
Worldview Interpretation: This map appears to have a road/path leading up to
the World, so it seems the child believes that living here provides many
pathways to various opportunities, no matter what your country of origin may be.
It Takes Everyone to Make the
World a Better Place
Worldview Interpretation: It takes all of us, no matter what country we live in
To make our World what we would like it to be. The student uses puzzles pieces
And people working together to show this. It is also very clear that the student
Has highlighted issues that have been abolished throughout history, as well as
items they would like to see disappear to make the place we live peaceful.
A Diverse Nation of Peace
Worldview Interpretation: This child has used a white dove to indicate that
they are seeking a peaceful nation. He/she would like all countries (illustrated by
the banner of flags) to work together to make the World a better place.
Commonalities between Cultures
Worldview Interpretation: To me is seems as though the illustrator is trying to
show us that no matter what our culture is, we have more in common than one might
Think. He/she depicted the World as a soccer ball and to me it looks as though
There are footprints on the soccer, which indicates that we ALL have an opportunity
To “leave our footprints behind.”
Many Nations Joined together to
Create our Culturally Diverse World
Worldview Interpretation: The World is made up of many different cultures
(pieces), however great things can happen and we can become one when we
Roads between Nations
Worldview Interpretation: It appears that through this illustration the artist
sees the different countries around us as a pathway/gateway to many
other opportunities. People can travel between countries to experience new
things they may not have in their originating country. The map also makes the
World seem wide-open, so people can move freely and welcomed by other
Creating a Peaceful World by Working Together,
No Matter Who You Are
Worldview Interpretation: This map illustration seemed similar to many others
I viewed on the website. There are a variety of cultures depicted around the
globe, representing the people who live in our World, joined hands which to me
symbolizes working together and supporting each other.
I believe this particular child has a high knowledge of not only the surroundings in which he/she lives, but also the world that surrounds us. The map shows this child has an awareness of geographic location, as well as various landmarks, animals, and plants that grow in particular regions. It seems that he/she did not choose to highlight politics or specific cultures through this drawing of the world, however that does not mean this particular child does not have an understanding or the knowledge of the varying cultures around him/her. I think the history of each nation or region is highlighted in the drawings of the various landmarks, which the child would need to explain, orally, more in detail to demonstrate their knowledge of each country’s historical influences.
In all the maps I chose the children have demonstrated an understanding of where countries and/or continents are located in our world surroundings. They all seem to portray an common theme; there are many cultures around the world and they all share an idea of everyone working together to make for a better place to live and interact. Some of the maps reflect, in detail, the various cultures found in our communities.
Specifically for Grades 3 or higher
*Assign each student a country to research or have them choose one they are interested in
Teacher can model each part of the project using the United States (as each part of the project is assigned)
*Parts of the project that students must complete:
-Create a map showing where your country is, while including the World that surrounds it
-On the Map you create represent the history of the country; include important inventions, landmarks, crops, resources
-Illustrations: create drawings throughout your map that represent the culture and beliefs of your country, as well as illustrations portraying how the country you have researched perceives other countries around the world
-During the research of your country you should also be learning about the natives; how they dress, their beliefs, traditions, political views. You will become a native from your country for our Wax Museum display. You will create a one-minute speech, to go along with your costume, that will explain to our museum visitors the above list. The map you created in the first part of this project will be displayed in front or behind you during the museum tour.
The students at my school have access to I-Touches, so they would use these for their research, note-taking, saving pictures and videos to assist them with this project.