SUGGESTIONS ON THE USE OF THE CHALK MODELED MAP OF NORTH AMERICA IN FOURTH AND FIFTH GRADES.
It is hoped that these suggestions will aid many teachers to realize that the Chalk Modeled maps signify much more than the simple fact of high and low land, or a representation of structural relief: that from them, together with suitable pictures showing typical scenes in different parts of the world, such valuable knowledge of the real surface of the earth may be gained by the pupil, as will enable him to appreciate the important relation sustained by man to his environment, and also to his fellow man.
Previous to the study of the map of North America, the pupil may be led to imagine the character of the country to the north, south, east and west of his own locality. He may travel in imagination across the continent to either ocean, and may study different sections of the country through pictures and from oral and written descriptions. Such sections should also be chalk modeled, showing the plateaus, mountain ranges, plains, valleys, arid and fertile regions.
These drawings should be large, sometimes extending the whole length of the blackboard from left to right, and drawn in a semi-conventionalized manner, that is, in a style that combines both landscape, and map drawing. This is an essential link between the two and should play an important part in the development of continental picturing: the motive being (in all this) to have the pupil mentally image the real continent, before the map or symbol is presented to him. With such preparation, when the chalk modeled map is placed before him he readily reads its surface contour.
He notes the great highlands, plateaus, and mountains, the plains, valleys, slopes, river basins, lakes and rivers.
He is then led to infer the character of soil, climate and vegetation—everything, indeed, that relates to man’s environment.
He is asked to locate the great forest regions that furnish material for shelter and articles of household use; to point out the areas best adapted to the growth of different kinds of food-plants, and also those that furnish material for clothing; to indicate the grazing lands where herds of cattle feed; the mining regions, where coal for fuel, iron, copper, silver, gold, and other valuable metals and minerals are found.
Information necessary to inferences is given at the moment required, such as altitudes, horizontal distances, latitude, etc. The pupil is also encouraged to read and acquire knowledge upon certain points for himself, that he may bring it to the class for the benefit of others.
(The following questions may have some value to the teacher in the further study of the map, but should by no means be used as a set form or method of questioning. They are only suggestions, given to those who may need them in assisting the pupil to think and reason for himself.)