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Lesson Title: Mapping China through Ancient Cartography
Course: Humanities – Classical China
Grade: 7
Author: Rebecca Gómez
Tennessee State Social Studies Standard:
7.19 – Create a visual or multimedia display to identify the physical location and major
geographical features of China, including the Yangtze River, Yellow River, Himalayas,
Plateau of Tibet and the Gobi Desert.
Suggested Time Allowance: 1 90-minute period
Objectives: Students will…
 be able to identify the physical location and major geographical features of China, including
the Yangtze River, Yellow River, Himalayas, Plateau of Tibet and the Gobi Desert.
 make predictions about the influence of geography on the history of China.
 have a basic knowledge of early Chinese cartography.
 analyze the possible effects of South-up mapmaking on a people’s worldview.
Materials:
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computer
projector
various atlases and maps of China
silk-like fabric, cut into ½ yd. squares
fabric markers
Procedure:
1. As students enter the classroom, display a physical map of the world (like this one from the CIA
World Factbook: https://www.cia.gov/library/publications/the-worldfactbook/graphics/ref_maps/physical/pdf/world.pdf ) through the projector. Ask students what
they see and what kind of information this type of map gives us. Next ask what region of the
world is located at the center of the map. Ask students why they think this is so.
2. Display the McArthur Universal Corrective Map of the World
(http://static.ideaconnection.com/right-brain-workouts/images/corrective-map_mcarthur.jpg).
Ask for students’ reactions. Explain the context of the creation of the map. Ask what region(s)
are closer to the center and what effect this has.
3. Explain that the South-up orientation was not new in 1979. While often attributed to Arab
cartographers, it was actually employed in many (though not all) Chinese maps dating to the Qin
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dynasty. Explain the importance of the south in Chinese culture, with the southward-pointing
compass and the perspective of the emperor, who sat facing south.
Display images of early Chinese maps.
a. http://en.wikipedia.org/wiki/Early_Chinese_cartography#mediaviewer/File:Fangmatan_p
aper_map.jpg
b. http://en.wikipedia.org/wiki/History_of_cartography#mediaviewer/File:Western_Han_M
awangdui_Silk_Map.JPG
c. http://history.cultural-china.com/chinaWH/upload/images/1251362760_ddvip_8849.jpg
d. http://cartographicimages.net/Cartographic_Images/218_Hua_I_Tu_files/droppedImage_2.png
Emphasize the importance of these early maps as laying the foundation for the development of
cartography in China and the rest of the world.
Tell students that they are going to identify the location of China and its major geographical
features by creating silk maps incorporating elements of the traditional Chinese maps. Pass out
the Mapping China through Ancient Cartography: Guidelines handout located in Appendix A.
Give students time to peruse maps and atlases and create their own maps on silk using fabric
markers.
For homework, students should reflect on their work by completing Mapping China through
Ancient Cartography: Reflection in Appendix B.
Evaluation: Students will be evaluated on the map project according to the guidelines in Appendix A.
This includes assessing accuracy in the placement of the geographical features, clear incorporation of
elements of ancient Chinese cartography (South-up orientation, stylistic features, etc.) and neatness.
They will also be evaluated based on responses in Appendix B.
Resources:
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The History of Cartography, Volume Two Book Two – ed. J.B. Harley and David Woodward,
University of Chicago Press
o Table of Contents
 http://www.press.uchicago.edu/books/HOC/HOC_V2_B2/Volume2_Book2.html
o “Reinterpreting Traditional Chinese Geographical Maps” – Cordell D.K. Yee
 http://www.press.uchicago.edu/books/HOC/HOC_V2_B2/HOC_VOLUME2_Bo
ok2_chapter3.pdf
“Ancient Chinese Maps” – A. Gutkind Bulling, Penn Museum
o http://www.penn.museum/documents/publications/expedition/PDFs/20-2/Bulling.pdf
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Appendix A
Mapping China through Ancient Cartography: Guidelines
You are going to create your own map of China using ancient
cartographic techniques. This includes employing a South-up
orientation and employing symbols to represent landforms. Using
the available maps and atlases for reference, draw and label the
following on your fabric with the fabric markers:
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Present-day political boundaries of China (5)
Yangtze River (5)
Yellow River (5)
The Himalayas (5)
Plateau of Tibet (5)
Gobi Desert (5)
Present-day political boundaries of
 Afghanistan (1)
 Bhutan (1)
 India (1)
 Kazakhstan (1)
 Kyrgyzstan (1)
 Laos (1)
 Mongolia (1)
 Myanmar (1)
 Nepal (1)
 North Korea (1)
 Pakistan (1)
 Russia (1)
 South Korea (1)
 Tajikistan (1)
 Vietnam (1)
The numbers in parentheses indicate the point value of each element of the map in terms of
inclusion and accuracy. Up to five (5) points will also be given for quality of work regarding
neatness and style. The total value of the project is 50 points.
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Appendix B
Mapping China through Ancient Cartography: Reflection
Reflect on your map, answering the following questions in complete sentences.
1. In your opinion, what is most striking about the geography of China?
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2. In what way(s) do you think the geography of China may have influenced its history?
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3. Why do you think some ancient Chinese maps had a South-up orientation?
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4. How might a tradition of South-up maps affect the way a particular group of people views
the world?
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