Teaching with Maps
The resources on this page support the "Primary Sources in the Classroom: Teaching with Maps" seminar hosted by the Davis Center's Outreach Program and Imperiia Project on February 27, 2025. If you have questions about the material or are interested in attending map-related workshops, drop us a line at imperiia@fas.harvard.edu!
Ready to study a historical map?
This town plan of Kyiv was produced in the late 1880s. As a physical object it is roughly 19"x17" (and a copy recently sold for over $2,000 at auction!). The map is in Russian, but do not despair. This is part of the fun. You will see.Would you prefer a full screen version? Clicking here will open a new window with the high-resolution copy held at the David Rumsey Map Collection. Speaking of which...
Looking for open-access maps? Try these repositories:
- Library of Congress: https://catalog.loc.gov/
- David Rumsey Map Collection: https://www.davidrumsey.com/
- Harvard Library: https://library.harvard.edu/
Now back to our long look at Kyiv in the 1880s.
- Start unpacking the graphic language of the map by exploring COLOR. How many colors do you see?
- Next, how many map elements can you identify? (Not sure what a map element is? Consult the note cards below.)
- Finally, name as many feature types as you can. (Not sure what we mean by feature type? Consult the note cards below.) I have annotated the map so that non-Russian speakers can get a better sense of the elements of the built environment. (I haven't annotated the natural features.)
Want to work with the map in full screen? Click here or go to https://imperiia.omeka.fas.harvard.edu/items/show/4752
Now that you have broken the map down into its constituent parts, spend some time trying to reverse-engineer the graphic hierarchy (see below). What decisions did the mapmaker make in an attempt to direct your gaze (and your mind)?
Take your long look to the next level by identifying patterns, and perhaps even spatial relations (you might use the list of spatial concepts to guide your work).
