Critically analyse a mahere | map

Simple text, accessible version

Respond to the following prompts and questions.

What am I learning about?

I am learning about … [complete the sentence].

Āta tirotiro | Observe — what can I see?

Think about

I can see:

• map elements (title, compass, orientation, scale, key)

• geographical features, pā, cities, towns, symbols, resources, people, waka, ships or transport networks

• where content has been placed, what is labelled, what languages have been used and if the map has layers

• if the map is decorated, hand drawn, computer generated, interactive, 2D/3D or tells a story/history.

The label may tell me:

• the date this map was created

• who created this map and where it was produced.

What type of information does the map show? For example, a population map shows how many people live in an area.

Prompts and questions

1. Looking closely at this map, I can notice its … [record what you observe about the following]:

   • elements

   • content — what is on this map

   • layout, place labels and language

   • style and format.

2. This map's label tells me … [complete the sentence].

3. The type of map is (select all that apply):

   • relief

   • satellite

   • topographic

   • political

   • celestial

   • exploration

   • population

   • land use

   • natural resources

   • or, add my own answer … [record what it is].

Urupare | Respond — my feelings, ideas and thoughts

Think about

How does this map relate to me, my whānau, my community, my tūrangawaewae or where I live?

What stands out to me? Where are the blank spaces?

How does it compare to a contemporary or historical map of the same place?

Prompts and questions

1. My impressions of this map are … [complete the sentence].

2. What do I know about the place or places shown on this map?

3. I think the mapmaker wants me to focus on ... [complete the sentence].

4. I think this map is/is not an accurate representation of the place because ... [complete the sentence].

Whakaaroaro | Reflect — my critical questions

Reflections about the map's purpose and its maker

Think about

I think this map was created:

• to navigate, record history, inform/misinform, inspire, influence, challenge or persuade

• for/by/about mātanga, kaumātua, hapū or iwi

• for/by navigators, explorers, cartographers, artists, politicians, researchers or travellers etc.

Does this map:

• tell a story

• show kaitiakitanga

• reflect tino rangatiratanga

• contain mātauranga

• demonstrate power, or

• claim ownership?

Questions

1. Why was this map created?

2. Who was it created for?

3. Who was it created by?

4. Who might it be used by?

5. How is the mapmaker connected to the whenua shown on the map?

6. Which hāpū, iwi or people are connected to this whenua?

Perspectives shown

Think about

Can I identify the perspectives of the mapmaker?

How would these perspectives be viewed in society today?

• What is not shown on this map (e.g. sacred areas)?

• What might the missing perspectives tell us?

Prompts and questions

1. What ideas, beliefs, tikanga, customs, practices or attitudes are reflected in this map?

2. Whose perspectives are reflected in this map?

3. I agree/disagree with these perspectives because … [complete the sentence].

4. I still want to know about the perspectives of … [record name] because … [complete the sentence].

Usefulness of map and further research

Think about

As a piece of evidence, I can think about this map's:

• strengths

• limitations.

Questions

1. How could this map be useful to what I am learning about?

2. Is it a trusted source? Why/why not?

3. What fact-checking or further research do I still need to do?

Manatārua | Copyright — what are the usage and copyright guidelines for this map?

Think about

I need to find out what I am:

• allowed to do with this map

• not allowed to do with this map.

Prompts and questions

1. What cultural considerations do I need to take into account?

2. I can check the usage and copyright guidelines for this map.

3. The correct way to cite this source is … [complete the sentence].