Lesson 11

Mapping the Border

Objective: Students will study the geography and physical environment of the borderlands region.  In creating maps, they will not only use geography skills, but bring to bear their own sociological/critical thinking about the border in especially designing a unique border map.

NCSS Standards Met By This Lesson: III and IX.

Introduction: This lesson is more than an exercise in geography.  It also involves graphic arts, art, sociology, point-of-view.  Students will make their own maps of the borderland region.  However, these maps should not be merely representational copies of existing maps.  Students should decorate their maps with colors, pictures, icons, scenes, words that reflect their understanding of the character and history of the borderland.

Materials/Preparation: Succinctly stated: bring in examples of every conceivable kind of map.  Bring several conventional maps of the U.S.-Mexico border, border cities, the whole U.S. and Mexico, if desired. In addition, bring copies of medieval maps and primitive maps.  Also, bring in graphic or cartoon maps that map a region in conjunction with artwork.  Also, download or direct students to the following websites:

http://www.sct.gob.mx/cartografica.htm (interactive map of Mexico)
http://www.srh.noaa.gov/elp/ (interactive weather map of El Paso & Las Cruces)
http://www.mapquest.com/maps/map.adp?country=US&city=el+paso&state=TX (Mapquest map of El Paso)
http://www.pbs.org/kpbs/theborder/history/index.html (go to "Morphing Map" at bottom, it shows the US-Mexico border change over time)

Students may work individually or in groups.  Ideally, a number of different options should be open to students--markers, crayons, paints, cardboard, pipe cleaners, glue, glitter, clay: the full range of artistic choices.

Instruction/Practice:

Part 1-- Review of U.S.-Mexico Border Over Time

It might be helpful to have students view the PBS time-elapsed map of the U.S. border from 1803 to 1848 (see the last link above).  If students have already studied U.S. history, this is a good review.  Everyone should at least understand that much of what is now the U.S.A. was once Mexico: California, Colorado, Arizona, New Mexico, Texas.  What some people call today "Aztlán." (Aztlán was the ancient word used by Mayans to describe the mythical North.  Today it has various usages. For some, it connotes an unofficial Chicano homeland or socio-political-artistic space.)

The U.S. in general is also called "El Norte" by Mexicans.  Students should also recall from Lesson 2 that the El Paso-Juárez region was once one city, one region called El Paso del Norte/The Pass of the North. I n addition, students should be given time to look over a variety of maps to serve as models, although creative expression and innovation beyond what is presented is encouraged.

Part 2 -- Individual/Group Mapmaking

For this assignment, it is perfectly acceptable to label any part of the map by any appropriate/imaginative name.  Students must make a decision regarding the scope of their map--they may choose one city, perhaps even one neighborhood or area, to map, or they may map all of the USA and all of Mexico in one big map.  Teachers will need to judge how large or small of an area is appropriate to map.  For example, one person may work on a detailed map of his or her neighborhood, whereas three or four people may work on a wall-sized map of the two countries.

The teacher will have to discuss the art of making a distorted or altered map for the purpose of making a point versus making a distorted map because of sloppiness or inaccuracy.  Students are encouraged to think about designing/distorting the size or shape of any part of his or her map in order to make a point.  That is, these maps are not mere exercises in copying, but in re-seeing the region.  For example, someone may choose to represent Las Cruces & El Paso as large & colorful, and Juárez as small & black & white--or vice versa.  What might the map maker be trying to say about the border by making these kinds of maps?

The border maps have more in common with early or prehistoric maps than with our current Rand & McNally maps--that is, point-of-view/worldview is a more important concern than 100% accuracy.  These maps are to be illustrated, labeled, colored in accordance with the mapmaker's sense of the region.  Having examples of medieval, primitive, graphic, or cartoon maps (suggested above) will help students to see what is possible.

Suggestion:  If students are having trouble getting started, have them brainstorm as a class about words, images, icons, anything they associate with the U.S./Aztlán/El Norte and Mexico.  If they are working on a smaller scale (a map of one city perhaps), have them think of major landmarks, buildings, parks, icons, etc.  For example, my map of Las Cruces would include the Lujan Bakery, Old Town Diner, Los Compas restaurant, and a green chile.  The Mesilla Valley Mall, in my map, would be a tiny point.  For a high schooler, the mall might be a larger point.

Closure: Student maps should be evaluated according to how well their intention was communicated to the audience.  Did the choices of words, images, colors, shapes, sizes communicate a point-of-view to the audience?  Their general/intended accuracy should also be considered.  A good closing activity for this lesson would be to have the students display their maps and let the class respond to it without any explanation or prodding from either the mapmaker or the teacher.  The mapmaker can then write an assessment of how well his or her map conveyed the intended impressions.

Extensions: Students can make maps from different time-periods in U.S.-Mexico history.  They can also make fantasy maps of the future, how it ought to be, 500 years from now.  Statistical minded students (with access to the US Census Bureau website) can map the population density of Latino/a-Chicano/a-Hispanic people in various locations around the U.S. Students with interest in the pre-Columbian times can make maps of the Aztec empire or Inca empire. Military-minded students can make maps showing the major battles and campaigns of the Mexican-American War--or, they can plan the invasion of the United States, whatever their inclination may be.

For a final Border Project, students may write an in-depth geographical analysis of the region.  The student might consider how the physical environment of say, the Chihuahuan or Sonoran deserts have affected the culture, economy, and civic development of the region on both sides of the border.

Updated October 11, 2004.