Materials

• World map for each student, showing location of the following major states and empires around 1500 a.d.: England, France, Spain, Russia, Ottoman Empire, Persia, China, Mughal India, Songhai Empire, Incan Empire, Mayan Empire, Aztec Empire. NOTE: This map should show outlines of the boundaries of these states.
• Colored pencils and/or markers
• A world map for each student showing locations of major deserts and rivers of the world including the following:
  – Deserts: Sahara, Gobi, Kalahari, Arabian
  – Rivers: Amazon, Mississippi, Danube, Rhine, Dniester, Nile, Congo, Zambezi, Niger, Indus, Ganges, Haung He, Chang, Mekong, Xi
• A world map for each student showing locations of major bodies of water and mountains including the following:
  – Oceans: Atlantic, Pacific, Artic, and Indian
  – Seas: Caribbean, Mediterranean, North, Baltic, Arabian, Caspian, Aral, Black, Red, South China
  – Gulfs/Bays: Persian, Mexico, Bengal, Aden
  – Mountains: Andes, Rockies, Appalachians, Sierra Madres, Atlas, Pyrenees, Alps, Ural, Himalayas, Caucasus
• Preferred teacher resources

Instructional Activities

NOTE: The following Web resource may be helpful for locating maps:

• “Education Place.” <http://www.eduplace.com/ss/maps/>.

1. Explain the importance of understanding the world as it looked around 1500 a.d. Display a blank outline map of the empires, and ask students to identify locations.
   
   
2. Distribute colored pencils and maps that reflect empires around 1500 a.d. Instruct student to use their textbooks and other sources provided to develop a color-coded map reflecting the empire boundaries around 1500 a.d. An option is to have the actual color code on the back in order to foster studying (using a flashcard-type technique). If desired, have students work in pairs.
   
   
3. Have students take a moment to study this map in pairs. Display the map, and as a class have students identify locations.
   
   
4. Using the text or other teacher-provided resources, have students create a key with the other two maps by numbering each location and placing the number and correct location on the back of the map. As each map is created, have students study in pairs and then again as a class.
   
   
5. If time permits, conduct another quick review of all three maps.
   
   
6. Prepare for a quiz on this session’s content, or assign a teacher-selected reading, worksheet, or other reinforcement activity using available teacher resources.