Standard Indicator 6.3.3 Europe, Mexico, Canada Purpose Students will identify the names and locations of countries and major cities in Europe and the Western Hemisphere, and the states of Mexico and the provinces of Canada. Materials For the teacher: political wall maps of Canada, Europe, and Mexico For each student: one copy each of Black Line Masters (BLMs) Map of Europe, Map of Mexico, and Map of Canada, pencil, sheet of butcher paper, markers, scissors, clear tape Activity A. Identifying Places 1. Pull down the political wall map of Europe. 2. Explain to students that Europe is divided into many countries. Read aloud the name and location of several countries and their capitals. 3. Ask students if they know the names of any other major cities in Europe and have students point them out on the map. 4. Repeat the entire process with the maps of Canada and Mexico. When discussing Canada s divisions, explain the difference between a territory and a province. Point out the Distrito Federal on the map of Mexico and explain that it is similar to our Washington, D.C. B. Labeling Maps 1. Give each student one copy each of the BLMs Map of Europe, Map of Mexico, and Map of Canada, and a pencil. 2. Pull down the wall maps of the three regions being studied. 3. Instruct students to label the blank maps with the names of the appropriate countries, states, territories, and provinces, and to place a dot in the location of the capital cities and label them as well. Explain that if an area is too small to write the name within the boundaries of the country, state, territory, or province, they can write the label off to the side and draw an arrow to the country, state, territory, or province. 4. Give students sufficient time to finish labeling their map. This may be done during more than one session or as homework. (continued) TECHNOLOGY incorporating Have students research how national boundaries in Europe, state boundaries in Mexico, and province boundaries in Canada have changed. Have them design a computer slideshow presentation that demonstrates how the boundaries have changed. connecting across the curriculum Mathematics Have students find figures for the total population and area of each Canadian province and calculate the population densities. Ask: Which province has the highest density? Which has the lowest? Why? Standards Links 6.3.4, 6.3.9 page 119 Standard 3
Activity (continued) C. Putting the Pieces Together 1. Give each student some butcher paper, some markers, and a pair of scissors. 2. Assign European countries, Canadian provinces and territories, and Mexican states to students until all have been assigned. 3. Direct students to draw and cut the shape of their assigned areas out of the butcher paper. To give them a sense of scale, tell them that one standard sheet of paper (8.5" 11") would represent an area about the size of France. 4. After students cut out the shapes, instruct them to label them and include their capitals and other major cities. 5. Have students tape their cutouts to the wall. Ask them to place the cutouts in the proper location in relation to one another, so that the finished wall shows a map of each region. Use one part of the wall for Canada, another part of the wall or a different wall for Europe, and another for Mexico. Questions for Review Standard 3 Basic Concepts and Processes As students are going over the locations on the wall maps, ask them questions such as: What do you notice about the location of most major Canadian cities? Why are they located there? Why are Canada and Mexico divided into smaller units? Why do most places have a capital city? What might happen if large countries weren t divided into smaller parts? page 120
Name: Map of Europe Directions: Label the countries of Europe. Put a dot in the location of the capital cities of each country and label these as well. If an area is too small to write the name within the boundaries of the country, label it out to the side and draw an arrow to the country. Black Line Master 1 page 121
Map of Europe Teacher Directions Give each student one copy each of the BLMs Map of Europe, Map of Mexico, and Map of Canada, and a pencil. Pull down the wall maps of the three regions being studied. Instruct students to label the blank maps with the names of the appropriate countries, states, territories, and provinces, and to place a dot in the location of the capital cities and label them as well. Explain that if an area is too small to write the name within the boundaries of the country, state, territory, or province, they can write the label off to the side and draw an arrow to the country, state, territory, or province. Give students sufficient time to finish labeling their map. This may be done during more than one session or as homework. Answer Key All countries and capital cities should be properly labeled. Black Line Master 1 page 122
Name: Map of Mexico Directions: Label the names of the states and the Federal District of Mexico. Put a dot in the location of the capital cities and label these as well. If an area is too small to write the name within the boundaries of the state, label it out to the side and draw an arrow to the state. Black Line Master 2 page 123
Map of Mexico Teacher Directions Give each student one copy each of the BLMs Map of Europe, Map of Mexico, and Map of Canada, and a pencil. Pull down the wall maps of the three regions being studied. Instruct students to label the blank maps with the names of the appropriate countries, states, territories, and provinces, and to place a dot in the location of the capital cities and label them as well. Explain that if an area is too small to write the name within the boundaries of the country, state, territory, or province, they can write the label off to the side and draw an arrow to the country, state, territory, or province. Give students sufficient time to finish labeling their map. This may be done during more than one session or as homework. Answer Key All states, capital cities, and the Federal District should be properly labeled. Black Line Master 2 page 124
Name: Map of Canada Directions: Label the names of the territories and provinces of Canada. Put a dot in the location of the capital cities and label these as well. If an area is too small to write the name within the boundaries of the territory or province, label it out to the side and draw an arrow to the territory or province. Black Line Master 3 page 125
Map of Canada Teacher Directions Give each student one copy each of the BLMs Map of Europe, Map of Mexico, and Map of Canada, and a pencil. Pull down the wall maps of the three regions being studied. Instruct students to label the blank maps with the names of the appropriate countries, states, territories, and provinces, and to place a dot in the location of the capital cities and label them as well. Explain that if an area is too small to write the name within the boundaries of the country, state, territory, or province, they can write the label off to the side and draw an arrow to the country, state, territory, or province. Give students sufficient time to finish labeling their map. This may be done during more than one session, or as homework. Answer Key All provinces, territories, and capital cities should be properly labeled. Black Line Master 3 page 126