One activity we do in Portsmouth is to take some 1930s mapping of the city and plan a German air raid. Once they’ve identified the potential targets in the city, they compare that with a: Luftwaffe aerial photos and b: modern maps, this shows that they were thinking along the same lines but also that the areas they’ve highlighted are the ones where there has been the most significant change to the city. We used to do a similar activity in Hartlepool. It worked quite well there too.

 

Andrew Whincup

Learning & Public Programming Officer

Royal Marines Museum & HMS Victory

Southsea, Portsmouth PO4 9PX

 

Please note: my email address has changed. It is now [log in to unmask] emails sent to my @royalmarinesmuseum.co.uk address may not reach me.

 

cid:image001.png@01CFCEA7.88A24570cid:image002.jpg@01CFCEA7.88A24570Museumcid:image003.jpg@01CFCEA7.88A24570Bill the Snake

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From: List for discussion of issues in museum education in the UK. [mailto:[log in to unmask]] On Behalf Of Richard Ellam
Sent: 17 June 2015 14:10
To: [log in to unmask]
Subject: Re: Maps and community

 

HI Essex (and all)

 

Maybe the thing to do is to reveal the big dirty secret of all maps: that they leave things out, and that someone has to decide what goes on the map and what doesn’t. And also maps are always out of date.

 

I wonder if you might introduce these ideas by getting your Y8s to make their own maps of their community, showing maybe five or ten things that matter most to them, and then comparing their maps with say the OS, or Bing Maps or whatever. You could also perhaps ask them to make another map, which shows five things that someone else, maybe a parent or a big (or little) sibling would find most significant.

 

This is, I think, quite a subversive idea because here in the UK we’re used to the idea that we have some of the best civilian mapping the world, and that our national maps provided by the Ordnance Survey are trustworthy.

 

So they are, but of course they are edited. So they show places of worship, police stations, railway stations, post offices and pubs but not most supermarkets, chemists’ shops, cinemas or playgrounds. Its always interesting to ask why the map shows what is shows, and what this selection tells us about the map-makers.

 

Hope this helps

 

Cheers

 

 

Richard.

 

 

Richard Ellam

L M Interactive

Science Shows and Hands-On Stuff

[log in to unmask]

www.lminteractive.co.uk

 

On 17 Jun 2015, at 12:24, [log in to unmask] <[log in to unmask]> wrote:



Afternoon.

 

I'm about to work with a group of year 8 pupils, looking at how their community has changed, geographically, over time. I have photographed, and stitched together, maps from 1882, 1920, 1940 and modern times. These have been printed on acetate to act as overlays.

 

But I was wondering if you lot had any useful suggestions on how to engage yr 8 pupils with maps and change in their community?

 

Go......

 

E

 

Essex Havard 
ALACS (Adult Learning and the Culture Sector) 

07976 125880 

Twitter: @_alacs 
Blog: www.alacsblog.wordpress.com

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