Peace Corps

Information Collection and Exchange

Publication No. R0088

WORLD 

MAP PROJECT
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The World Map Project

Peace Corps

Information Collection and Exchange

R0088

July 1994

Reprinted: ____________

About this Handbook

The World Map Project brings people together to create large, colorful maps of the world. 

Initiated by a Peace Corps Volunteer, this project promotes geography literacy in an 

engaging way while also building a sense of community among mapmakers. It is one 

example of how Volunteers meet the goals of their Peace Corps service.

Since 1988, enthusiastic Volunteers have carried this highly acclaimed program to over 

40 countries around the world. Returned Volunteers have spread the idea across the 

U.S. as well. Because of the wide appeal of the activity, this guide (a revision of an earlier 

manual) has been written for many different groups: U.S. teachers, Peace Corps Volunteers, 

Returned Peace Corps Volunteers, scout leaders, youth workers, and others.

You do not need to be a skilled cartographer: this guide gives you all the information 

you need to create your own one-of-a-kind world map. Inside you’ll find step-by-step 

instructions on how to plan, draw, and color your map. This handbook also lists materials, 

supplies worksheets, and even includes a trouble-shooting appendix for special situations.

The guide also provides a variety of enrichment activities to promote your group’s continued 

involvement with the world map. These activities stress cooperative problem-solving and 

are for participants of all ages. You do not need to be a classroom teacher to introduce them 

successfully. All activity plans list materials, provide instructions, and, if needed, supply 

background information If you are part of the World Wise School program, you’ll also find 

suggestions for using the map to enhance your Peace Corps connection.

Whatever your group, wherever you are, World Wise Schools welcomes your participation in 

this exciting worldwide project. As always, we also invite your comments and suggestions; 

your ideas are important to us. Happy mapmaking!

Table of Contents

The World Map Project: 10 Questions ................................................................................5

Part I: How to Make Your World Map

Getting Started .................................................................................................................9

The Grid Method .............................................................................................................10

Setting up Your Grid ............................................................................................10

Drawing Your Map on the Grid ............................................................................16

The Projection Method ....................................................................................................17

Coloring the Map .................................................................................................18

Labeling the Map .................................................................................................20

Celebrating the Map’s Completion .......................................................................21

Keeping the Map Current .....................................................................................21

Part II: How to Use Your World Map

Activities Before and During Mapmaking .........................................................................23

How World Wise Are You? ....................................................................................23

Create Your World ...............................................................................................24

Drawing by Grid ..................................................................................................26

Changing the World .............................................................................................27

Activities for a Completed World Map ..............................................................................29

Musical Countries: A Game .................................................................................29

What Shape Am I? ...............................................................................................30

We are the World .................................................................................................32

Made In................................................................................................................34

World Watersheds ................................................................................................36

Math and the Map ...............................................................................................38

Part III: Resources for Making Your World Map

The World Map ...............................................................................................................41

World Map Section Sheets ...............................................................................................42

Color Scheme for Countries and Territories .....................................................................56

Practice Exercise #1: Enlarging Drawings by Grid ...........................................................63

Practice Exercise #2: Drawing Maps by Grid ...................................................................64

Appendix

How to Draw Your Grid on Walls .....................................................................................67

How to Draw Your Grid on Floors, Playgrounds and Other Flat Surfaces .........................69

How to Make a Tissue Paper World Map ..........................................................................70

Bibliography ...................................................................................................................71

Acknowledgments ...........................................................................................................73

The World Map Project Introduction

Peace Corps 5

The World Map Project: 10 Questions

How did the World Map Project get started?

Back in 1988, Peace Corps Volunteer Barbara Jo White was waiting for a bus in the 

Dominican Republic when she got an idea. Getting kids interested in geography was tough 

without materials, so why not paint a map of the world straight on the wall? With the 

approval of school authorities, Barbara Jo and her students set to work. From there the 

project blossomed. Soon the brightly colored maps adorned the walls of over a hundred 

schools in the Dominican Republic.

Within two years, Peace Corps Volunteers had introduced the Project to communities 

around the world. Back home, Returned Volunteer groups adapted Barbara Jo’s original 

manual to share the idea with U.S. teachers. Interest in the project kept growing. Former 

President Jimmy Carter publicly commended it. Corporations lent support too, including 

IBM, which has promoted the project in all its “adopt-a-school” programs in Atlanta.

Today the World Map Project has spread to hundreds of cities, towns, and villages across the 

globe. Many of the hand-painted maps brighten the walls of schools and community buildings. 

Others hang in classrooms, gyms, and cafeterias. At least one canvas map roams the U.S. on 

tour, courtesy of the postal service. Perhaps one day soon we’ll find these beautiful maps in 

nursing homes, libraries, and other public spots-not to mention the playground!

Why the big interest in the World Map Project?

First, the maps are fun to make. They instill pride in accomplishment and boost confidence. 

They encourage cooperative problem-solving and build community. Just as important, they 

spark excitement in learning about the world everybody shares.

Who can do this Project?

The Project is for everyone. Mapmakers of all ages and abilities have had success: deaf children 

in Ghana, school students in Thailand, youth groups in Tunisia, 4-H’ers in North Carolina, 

Returned Volunteers in Oregon, at-risk kids in Atlanta. There’s room for your group, too.

How big can we make our map?

The world map is adapted with permission from one created by the National Geographic 

Society using the Robinson Projection. The length of this map is twice its height. This 

means your map can be any size (metric or U.S. standard) as long as it retains this 2:1 

ratio of length to height. Most groups have made maps at least 6 ft. x 12 ft. Mapmakers in 

Atlanta created one measuring 15 ft., 2 in. x 30 ft., 4 in. There are rumors of an even larger 

one in Kenya...

Help! I can’t draw! How can we make such a big map?

This guidebook gives you two ways to make your map, and you don’t have to be a Leonardo 

for either one. The Grid Method lets you transfer information from pre-gridded map sheets 

onto just about any surface. To do so, you first draw a big grid on your background surface. 

Then you copy sections of the smaller map onto your larger grid one square at a time.

Almost everyone has drawn the world maps using the Grid Method, but you might want to 

make your world map using an overhead projector and a single world map transparency. 

The Projection Method lets you trace a projected map image directly onto a wall without 

making a grid.
The World Map Project Introduction

6 Peace Corps

What should we use for our background surface?

Walls are very popular plaster, dry wall, cinder block, wood, or even brick. You can try 

floors and playground blacktops too! Some mapmakers have opted for non-fixed surfaces 

like sheets of pre-cut plywood, particle board, cardboard, or heavy plastic. (Draw your map 

on a single piece or try a series of panels.) Still others have created their maps on canvas, 

cotton sheets, even pieces of heavy paper taped together. (Businesses that sell vinyl flooring 

may be able to donate very large pieces of heavy paper that come rolled with the flooring.)

Note: You may want to work with pre-cut surfaces whose corners are already squared (e.g., 

sheets of plywood, pre-cut canvas, etc.) as these will be the easiest to construct your grid 

on. If your surface isn’t already square, don’t worry! This guide tells you how to work with 

these situations too.

How should we color our map?

Most mapmakers have painted their maps with acrylic or latex (water-based) house 

paint. (For a 6 ft. x 12 ft. map, all you need is about 4 ounces of 8 paint colors, plus a 

quart or more of ocean blue, a white/blue mix.) Depending on your background surface 

(and stamina), you can also use colored markers, colored pencils, or crayons. Some 

schoolchildren in Georgia have even made beautiful maps from colored tissue paper strips.

As for coloring your countries, use the color scheme suggested in this guide, or make up 

your own. If you like the challenge of designing your own color scheme, you will need at 

least four colors; the more colors you have, the easier it is. Remember, light colors will show 

map labels easier than dark ones. In assigning colors to various nations, keep in mind 

that countries and their territories are the same color. Thus, if England is green, so are 

the Bermuda Islands and the Falkland Islands. Therefore, the U.S. can’t be green, or the 

Bermuda Islands would appear to be territories of the U.S.

How long will it take us to make our map?

It’s best to take your time; this project is as much about process as product Some groups 

have created their map in one intensive weekend. For others, the project evolves over 

several months. Each map is unique. Each has its own history. Relax: the learning is in the 

journey.

How much will it cost us?

Not much. This is a very low-cost project. If you make a wall map, all you need is pencils, 

paint, and brushes. Expect to spend a bit more to purchase background surfaces like 

plywood, paper, or canvas. Involve your community when gathering your resourcesremember businesses, the PTA, civic groups, friends, and interested observers. You can 

also turn your project into a fund-raiser-take pledges or sell country tickets.

Can we improvise or make the map differently than the method suggested? 

Sure. Use your imagination. Try unusual materials. Depict physical features instead of 

countries. Create maps of your region. You can even apply your thaw-by-grid skills to other 

projects like making posters and murals!
Part I: How to Make 

 Your World Map
Project Overview
Peace Corps 9

Getting Started

Make Four Decisions:

1. Which mapmaking method will you use-grid or projection? (See p. 5)

2. Approximately what size will your map be? Any border? (See p. 5)

3. What background surface will you use? (See p. 6)

4. How will you color your map? (See p. 6)

Prepare Your Materials

Prepare Your Map Section Sheets (p. 42–55).

Each gridded sheet represents a section of the world map. If you make your world map using 

the Grid Method, you’ll need these sheets when drawing, coloring, and labeling. In preparation:

• Photocopy each section sheet (p. 42–55) to make single-sided copies.

• Color the countries on your photocopied section sheets according to your color 

scheme (p. 56–62). Its usually easier to draw from colored map sections. Colored 

sheets also eliminate endless “What-color-do-I-paint-this-country?” questions 

later on. Remind your mapmakers to color lightly over written information. 

Double-check the results.

• Protect the section sheets. Plastic-covered pages will last through many mapmakings 

and paint spills. Laminate them or slip them into plastic folders and tape shut.

Prepare Your Background Surface

All surfaces

You’ll want a background surface that is as clean, smooth, and as light-colored as possible. 

If you’ll be painting your map, make sure your surface is non-porous. Prime it, if necessary, 

and let it dry. Paint the entire map area ocean blue, two coats if needed. With a blue 

background, you won’t have to carefully paint the ocean around the continents and islands 

later on. Save some ocean blue paint for touch-ups. (General recipe: ocean blue = 1/2 quart 

of white + 3–5 teaspoonfuls of blue.)

Canvas

Use pre-coated artist-type canvas if possible. If your canvas is not pre-coated, you’ll need to 

prime it with whatever product an art supply store recommends. Primer may seep through your 

canvas, so protect your floor. Also, keep in mind that linen canvas may shrink after getting wet.

Think about how you’ll display your canvas once it’s painted. Though not necessary, you 

may want to consider stretching your canvas on a frame before priming and/or painting. 

Doing so will smooth and “square” the surface as well as provide an attractive way to 

display the completed map. After constructing your grid, take the canvas from the frame if 

you will be working on the floor. Re-attach at the end of the project.

Another option is to lash the canvas to PVC plastic tubing, or sew a “pocket” the length of 

the canvas through which you can later insert a strong rod.

Paper and Cardboard

You can prime paper for an improved painting surface (see Canvas, above).

Floors and Playgrounds

Sweep and hose down your surface so that it is clean. Depending on the size of your map, 

you may not want to paint the entire area ocean blue.

The World Map Project How to Make Your World Map
10 Peace Corps

The Grid Method

Overview:

The goal is to create an accurate hand-drawn map of the world. To do so, you first draw a 

big grid on your background surface. Then you transfer information block-by-block from map 

section sheets (p. 42-55) onto this proportionately larger grid_ Although it involves a number 

of steps, actually making and using the grid is quite simple. Schoolchildren all over the world 

have succeeded, and you can too.

Materials:

map section sheets, p. 42-55

yardsticks/meter sticks

measuring tape (optional)

long straightedge (optional)

carpenter’s square, protractor, or even a sheet of (squared) paper from this guide

pencils

pencil sharpeners

erasers 

masking tape

Figure 1: The World Map and Grid

Setting Up Your Grid

A grid of 1,568 blocks (28 rows x 56 rows) already overlays your map section sheets. Your 

job is to make a similar (though larger) grid on your background surface. The following 

steps tell you how to size, center, and square your grid box; they also tell you how to draw 

all the grid lines. Many mapmakers find constructing the grid the most time-consuming 

aspect of the whole project; after making all those straight lines, actually drawing the map 

goes quickly.

The World Map Project How to Make Your World Map
Peace Corps 11

Determine the Exact Size of Your Grid Box

Your map will be the same size as your grid box. The exact size of your grid box depends 

upon how large you want to make each of its 1,568 grid blocks: the larger the blocks, the 

larger your grid. To figure out the dimensions of your grid box:

1. Decide how big you want each grid block to be.

block size = proposed length (in/cm) of your map divided by 56 

= proposed height (in/cm) of your map divided by 28

Note: Blocks are square, so their length should equal height. Any block size is 

fine, but blocks at least 2 inches (5 cm) square are best.

2. Round your block size to the nearest half-inch (or cm). This will make setting up the 

grid much easier.

3. Re-calculate your map’s final height by multiplying the rounded block size by 28. 

Re‐calculate its final length by multiplying block size by 56.

4. Make sure your map’s grid box will still fit within your background area. 

Example: Proposed Map Size = 4 meters by 8 meters (400 cm x 800 cm)

Height of Block = 400 cm divided by 28

= 14.2 cm (round to 14 cm) 

Length of Block = 800 cm divided by 56

= 14.2 cm (round to 14 cm)

Block size =14 cm x 14 cm (blocks are square: height = length)

Final Map Height =14 cm x 28

= 392 cm (3.92 m) 

Final Map Length =14 cm x 56

=784 cm (7.84 m)

For maps painted on floors or playgrounds:

Before finding your grid box size, why not first orient your world map to true north? Use a 

magnetic compass to find out how your map should sit on its background surface. Most 

outdoor slabs will be oriented on a north/south or east/west axis. Some maps may rest at 

an odd angle to their background surface, but at least they’ll be oriented correctly.

Figures 2, 3, 4: Map Orientations

The World Map Project How to Make Your World Map
12 Peace Corps

Draw Your Grid Box

The four sides of your grid box make a rectangle whose corners form right angles (90 

degrees). Without squared corners, your whole grid system will be skewed, causing 

distortions when you draw the map. So its important to construct the four sides of your 

grid box with care.

It’s easy to square and center your grid box if your background surface is itself already squared. 

If you’re working with an unsquared background (as most mapmakers have), you’ll need to go 

through a few extra steps:

• For an unsquared area of wall or an irregular piece of hung canvas/paper, 

see p. 67.

• For an unsquared area of floor, playground, or an irregular piece of flat canvas/

paper, see p. 69.

For all pre-squared surfaces (pre-cut plywood or canvas, some walls):

1. Check to make sure the corners of your surface are indeed squared. See guidelines below.

2. Center your grid box on the surface: measure in from the outside edges of your 

background area. After you draw your box, double-check its dimensions to make sure 

they are still the same as your map.

Figure 5: Centering Your Grid Box

The World Map Project How to Make Your World Map
Peace Corps 13

Make Sure Your Grid Box is Squared

Recall that each of the four corners should be right angles (90 degrees). An L-shaped 

carpenter’s square (or even a plain piece of paper) can be a useful tool here. Another 

test: Are your corner-to-corner diagonals of equal length? If they are, you have a squared 

rectangle. Congratulations!

Figure 6: A Squared Rectangle

Draw Your Grid Lines

1. Mark the horizontal grid lines:

a. Place a yardstick/meter stick along the left edge of your grid box. The stick’s 

base should abut the grid’s bottom line.

b. Let n = the height of your grid’s blocks. Mark points along the left edge every n 

inches/centimeters.

c. Follow similar steps for marking points up along the right edge of your grid box.

d. Draw parallel lines connecting the opposite points. Use a pencil and a very long 

straightedge, such as a thin plank or taut wire/string. (You may need to draw 

segment-by-segment or devise another strategy if you don’t have access to a long 

straightedge. In any case, do not use chalk lines since they don’t work well for 

walls and they smudge easily.)

For playgrounds:

Snap a chalk line through each pair of opposite points. Repeat the process until all 

horizontal grid lines are in place. Immediately paint these chalked grid lines with white 

paint, as you could quickly lose them within a day to weather or foot traffic. To speed the 

process, paint a dotted line using the side of a sponge. [This idea came from: David W. 

David, “Big Maps—Little People,” The Journal of Geography, (March/April 1990), p. 60.]

The World Map Project How to Make Your World Map
14 Peace Corps

Figure 7: Horizontal Grid Lines

2. Mark vertical grid lines: measure and mark points along the top and bottom edges of 

your grid box as in Step 1 (a - d) on page 13.

Figure 8: Vertical Grid Lines

The World Map Project How to Make Your World Map
Peace Corps 15

Number Your Grid

Numbering the grid helps mapmakers stay on target as they transfer blocks of information 

onto it from the map section sheets.

1. Number Down

Number the 28 grid blocks vertically from top to bottom (1–28) in three places:

• down the grid's left edge (sections #1, 13, 17)

• down the grid's right edge (sections #6,12, 18)

• down the center of the grid box (which is also the map's prime meridian)

2. Number Across

Number the 56 grid blocks horizontally from left to right (1–56) in three places:

• across the grid's top row (sections #1, 2, 3, 4, 5, 6)

• across the grid's bottom row (sections #13, 14, 15, 16, 17, 18, 19)

• across the center of the grid (which is also the map's equator)

3. Number Each Section

Darken the grid lines that separate the map into 18 sections. Number the section #1–18 

as marked on the sheets themselves (p. 42–55).

Figure 9: The Numbered Grid

The World Map Project How to Make Your World Map
16 Peace Corps

Drawing Your Map on the Grid

Now you are ready to draw the whole wide world! Although it sounds like a big 

undertaking, transferring information from the section sheets onto your grid is relatively 

straightforward—almost anyone can do it.

Materials:

copies of Practice Exercise #1: Enlarging Drawings By Grid, p. 63 

copies of Practice Exercise #2: Drawing Maps by Grid, p. 64–5 

copies of map section sheets, p. 42–55

pencils and erasers (most surfaces)

chalk and wet rags (playgrounds)

Practice How to Draw by Grid

1. Hand out Practice Exercise #1, p. 63. This worksheet gives your mapmakers a chance 

to hone their skills. It also lets you know who among your group may need more 

assistance. Some people, especially young children, will have a harder time than others 

enlarging drawings. Those who aren’t particularly adept at map drawing, however, 

make wonderful map painters.

2. Hand out Practice Exercise #2, p. 64–5.

a. Remind mapmakers that the key to success is making sure country borders or 

coast lines cross the large grid block in proportionately the same place as on the 

corresponding small grid block

b. Discuss strategies for drawing difficult map areas:

• For complex borders, subdivide an especially challenging block into four 

smaller blocks. Be sure to subdivide the same block on the large map grid 

as well.

• For numerous small islands, draw in a few of the larger South Pacific 

islands in each island group (Tuvalu, Vanuatu, etc). Using these islands as 

reference points, paint the smaller islands directly on your surface.

Devise a strategy for working on the world map itself:

1. How many mapmakers can work on each section?

2. How many sections can they work on at one time?

3. In what order will they draw these sections?

4. Who will check the accuracy of each transferred section? How will it be done?

Drawing the Map

Transfer information from the small map sections onto the corresponding sections of the 

large grid. Copy block-by-block until you have completely drawn the entire map.

Very Important: When starting to draw in a new area, always check, double-check, and 

triple-check the coordinates on the section sheets with those on the large grid. Be sure that 

you begin drawing your country in the correct block. You may want to use paired teams 

to minimize confusion: one partner “navigates” (points to the correct block and checks the 

work) while the other draws. Encourage partners to switch tasks.

The World Map Project How to Make Your World Map
Peace Corps 17

The Projection Method

This is an alternate way of drawing your map on a wall (or other vertical surface) using an 

overhead projector. The Projection Method does not involve drawing a grid.

Materials:

transparency of world map, p. 41

copies of map section sheets, p. 42–55

overhead projector

electrical outlet and extension cord

pencils

pencil sharpeners

erasers 

masking tape

Steps:

1. Make a transparency of p. 41.

2 Project the transparency onto your wall. Adjust the distance of the projector from the 

wall until your map is the size you want To prevent mishap, mark your chosen spot on 

the floor with a piece of tape.

3. Tape the transparency to the projector to prevent accidental movement Also secure the 

projector.

4. Devise a work strategy with your mapmakers:

a. How many mapmakers can work at one time?

b. Who will check the accuracy of the tracing? Are all countries accounted for?

5. Trace the projected map information onto the wall. Use pencils.

a. First trace the large rectangle that frames the map, then the oval map itself.

b. Now trace the interior lines separating the map into 18 sections. (Refer to 

Figure 1, p. 10.) Numbering sections 148 will be helpful when you refer to the 

section sheets for coloring and labeling your map.

c. Trace the continents before drawing individual countries.

6. Once you have completely traced the map, color and label it; see p. 18–20.

The World Map Project How to Make Your World Map
18 Peace Corps

Coloring the Map

Materials:

your colored copies of the map section sheets

latex or acrylic paint

containers for paint (screw-on lids sometimes stick)

plastic spoons/cups (for mixing/stirring paint)

brushes of a variety of sizes (small-tipped brushes will keep many painters busy) 

rollers and pans (for really big jobs)

rinse water cans

soap and water (for washing brushes)

newspapers (for catching drips)

paper towels

sponges

large erasers for removing the ocean grid lines

Mixing Colors

If you can’t get ready-mixed colors, here are some recipes you may want to try. Except for 

ocean blue, which calls for a half quart of white, the others are measured in teaspoonfuls, 

as you need only a small amount of each (depending on the size of your map, of course):

Ocean blue = 1/2 quart of white + 3–5 teaspoonfuls of blue

Green = 4 yellow + 2 blue

Light Green = 7 yellow + 1 blue

Purple = 4 red + 2 blue 

Lavender = 5 white + 2 purple

Pink = 5 white + 3 red 

Orange = 5 yellow + 3 red

Mixing tips

Colors need to be light so that map labels will show up. To prevent a color from becoming 

too dark, always put the light color in your cup first and add the darker color bit by bit. 

Always shake your paint before and after mixing for best consistency.

Non-paint possibilities:

wide-tipped colored markers (waterproof) 

colored pencils and sharpeners

crayons

white cover-up for errors

colored tissue paper (see p. 70)

To color:

1. Test your colors to make sure they cover your grid lines. If not, erase the affected grid 

lines. Light colors like yellow may not cover grid lines, even with 2 or 3 coats; mixing a 

little white with the color may help.

2. Pre-code country colors on the large map. Although mapmakers can consult the colored 

section sheets, facilitate the process further by putting an appropriate dot of color in 

each country. This will eliminate questions and confusion while your group is coloring.

3. Decide how you’ll color the background area surrounding your oval map, the corner 

emblems (optional), and a rectangular border (optional).

4. Alert mapmakers to any special care of materials, e.g. how to wash brushes.

The World Map Project How to Make Your World Map
Peace Corps 19

5. Devise a work strategy similar to the one you developed for drawing the map. 

Alternately, develop a job chart. Go over tasks and roles with your mapmakers. In 

addition to painters, you’ll also need map checkers and cleaner-uppers.

6. Paint your map:

• For best consistency, always shake your paint before using it.

• Alert painters to the “danger” of painting adjacent to a still-wet country. Colors 

could mix at the border.

• If grid lines cross your oceans, erase the lines or touch up with paint.

The World Map Project How to Make Your World Map
20 Peace Corps

Labeling the Map

Materials:

copies of map section sheets, p. 42–55

straightedges (optional)

pencils (optional)

extra paint for touch-ups and corrections

permanent black markers (or brushes and paint for really big jobs):

• wide-tipped for oceans, equator, large countries

• medium tipped for medium-sized countries

• thin-tipped for small-sized countries

clear water-based finish (makes the painted surface smoother and easier to write on)

To Label:

1. Prepare your map’s surface for labeling, if desired. First brush or spray a thin coat of finish 

on your map. When you’ve completed your labeling, add a second coat of finish. First test a 

small area to make sure that the product is compatible with the marker you used.

2. Decide what you want to label. Some possibilities:

• continents

• countries and territories

• location of capitals

• bodies of water (oceans, seas, gulfs, bays, lakes)

• equator

• details on your emblems and on the compass

• names of mapmakers

• date of completion

3. Devise a work strategy:

• Who will do the labeling?

• What size(s) will the labels be?

• Where, exactly, will the labels go?

• Who will check the accuracy of the labeling (spelling, position)? How will it be 

done? How will errors be corrected?

4. Label: To minimize errors, labeler(s) may want to first write in pencil and then copy in ink.

The World Map Project How to Make Your World Map
Peace Corps 21

Celebrating the Map’s Completion

Congratulations! You’ve finished! Why not hold a celebration to honor all those who helped 

with the map and to behold the beautiful result of all that collaboration?

Take a group photo in front of the map (and send World Wise Schools a copy) and call in 

the local TV crews or print media too.

Coincide your “world premiere” with an event like Earth Day or Geography Awareness 

Week. Invite people from other countries to share song, dance, food with you, or call 

in some Returned Peace Corps Volunteers. They are happy to speak about personal 

experiences living and working in countries around the world.

Other ideas: Try out some of the activities detailed in Part U; share slides or photos of the 

work in progress. Invite parents, classmates, community members, and others to write 

comments in a guest book. Have fun!

Keeping the Map Current

The world keeps changing. Your map can either be a “snapshot in time” or a periodically 

updated document. If you opt for “snapshot,” do record the date of completion on your 

map. If you want to keep the map current, keep abreast of political changes in our world. 

Create a file or compare your map with an updated one. Schedule an annual “catch-up” 

day to make changes; hang on to your supplies.

The World Map Project How to Make Your World Map

Part II: How to Use

 Your World Map

Peace Corps 23

Activities Before and During Mapmaking

How World Wise Are You?

(all grades)

Time Needed: 

One session

Summary:

Mapmakers measure increases in geographical knowledge: they identify countries and/or 

draw a world map from memory both before and after the World Map Project

Curriculum Link:

geography: locations of countries/regions

Materials:

pencils

unlined paper

copies of a world map identification sheet

To prepare:

1. Turn to the world map on p. 41

2. Number 10–20 countries/continents/seas, etc. on this map for participants to identify. 

Adjust the level of challenge to the age and ability of your mapmakers.

3. Make photocopies of this adapted map sheet. Participants can write their answers on 

this sheet-or devise a multiple choice answer sheet for them to use instead.

Steps:

1. Briefly introduce the World Map Project and get feedback:

• What kinds of things could we learn by doing this project?

• What could we specifically learn about geography?

• Is it important to know where countries are and what they are like? Why?

• How could we find out whether we have learned more about world geography by 

doing this project?

2. Introduce the map identification sheet as one way participants can measure how 

much they have learned about world geography during the course of the project If 

appropriate, encourage your group to reflect on the strengths and weaknesses of this 

kind of assessment

• What could this kind of survey measure? (knowledge of specific facts)

• What couldn't it measure? (attitude changes, understanding of cultural, political 

and economic realities in other countries...)

• Despite its limitations, how could this survey still be a useful tool for us?

3. Distribute the identification sheets. Ask individuals to complete the survey to the best 

of their abilities; remind them the assessment is not a test. In addition to (or instead of) 

using the map identification sheet, have participants draw and label a map of the world 

from memory.

4. Collect the completed sheets. Do not go over the surveys with your group at this time. 

Remind your group they’ll take the same survey (or draw another map) at the end of 

the project. They will then compare results of the two assessments to see how making 

the map affected their knowledge of geography. At the end of the project, you might 

also ask mapmakers whether they have also noted other changes, such as increased 

interest in global issues and/or gains in confidence.

The World Map Project How to Use Your World Map
24 Peace Corps

Create Your World

(grades 3–9)

Time Needed: 

Several sessions

Summary:

Mapmakers design and conduct a survey whose results help them plan the specifics of 

their world map-to-be. This activity encourages an early sense of project ownership among 

mapmakers. Taking the survey to the community publicizes the World Map Project and 

creates a wider circle of interest and support.

Curriculum Link:

language arts: written and oral communication 

mathematics: compiling, quantifying, and graphing data

Materials:

copies of a world map survey which your group will design during the activity 

graph paper or pie charts to record survey data (optional)

chalkboard or flip chart

Steps:

1. Inform your group they’ll be designing a survey that will help them make decisions 

about how to make their map. Have group members identify some of the decisions they 

need to make about their world map (see p. 5–6 for ideas). Record these questions on 

the chalkboard.

2. Work with your group to develop these questions into a brief survey similar to the 

example below. Questions should have easily tabulated answers (e.g., yes/no), but 

consider asking an open-ended question or two as well:

Example: “We’re planning to make a really big world map...”

• Do you think this is a good idea? yes/no (Why or why not?)

• Of the following locations, which is the best place for our map?

• Of the following colors, which 5 should we use to paint the countries?

• Of the following sizes, which size map would you like us to make?

• Would you like to help with this project? yes/no (In what ways?)

3. Have your group first survey themselves:

• Distribute copies of your survey.

• Have pairs survey one another.

• When everyone has been surveyed, record the results of the survey on a 

chalkboard or flip chart.

• Have teams of 4-6 persons analyze specific portions of the survey data. (For 

example, team #1 analyzes all the data about map color preferences). Charge 

each team to visually represent that data using bar graphs or pie charts. Have 

them present their findings to the whole group.

The World Map Project How to Use Your World Map
Peace Corps 25

4. Extend the survey process to your whole school or local community:

• Have each member in your group survey three or more people. Be sure to first 

discuss survey etiquette. You may want community surveyors to travel in pairs, 

or with an adult; secure parental permission if necessary.

• Compile the results by dividing the surveys among several teams. Have each 

team contribute its tabulations toward a whole group total. Record results on 

the chalkboard.

• Now have teams analyze specific portions of the totaled data as in #2 above.

• Have each team present its findings to the whole group. Compare the results of 

this larger survey with the smaller in-group survey. Make preliminary project 

decisions based on the results of the survey(s).

5. Writing assignment: have group members do any of the following:

• Summarize their team's data or impressions in a paragraph;

• Compare/contrast the survey results: 1) between group teams, or 2) between the 

whole group and the wider community;

• Draft a news release detailing the World Map decisions reached by your group; 

publish it in the school or local newspaper—let your community know what 

you're up to!

The World Map Project How to Use Your World Map
26 Peace Corps

Drawing by Grid

(all grades)

Time Needed: 

One session

Summary:

Mapmakers practice drawing by grid in preparation for drawing countries on the world map.

Curriculum Link

mathematics: measurement, ratio and proportion

geography: shapes and locations of selected countries/regions

Materials:

world map, p. 41 (optional)

map sections sheets, p. 42–55 (optional)

copies of Practice Exercise #1: Enlarging Drawings by Grid, p. 63 

copies of Practice Exercise #2: Drawing Maps by Grid, p. 64–5 

chalkboard or flip chart

Steps:

1. Give a brief overview of the Grid Method. Mapmakers will quickly grasp the idea if you 

visually demonstrate what you’re talking about. Make a few simple sketches and show 

the gridded world map (p. 10) or map section sheets (p. 42–55).

2. Have mapmakers practice making an enlarged drawing by grid: distribute Practice 

Exercise #1.

3. Have participants specifically practice drawing map sections by grid: distribute Practice 

Exercise #2. Discuss strategies. See p. 16.

Peace Corps Connection:

Have mapmakers draw a map of the Volunteer’s host country using the Grid Method. You 

will need to do some advance preparation Obtain a simple map of the Volunteer’s country, 

construct a grid on it, and make photocopies. Also make and photocopy blank grids to 

transfer the drawing onto. Have mapmakers locate the Volunteer’s site on the map.

The World Map Project How to Use Your World Map
Peace Corps 27

Changing the World

(grades 6–12)

Time Needed:

One session for map work and one session for research

Summary:

Participants note changes in political geography by comparing a section of the world map 

against an earlier map of the same region.

Curriculum Link:

language arts: written and oral communication 

geography: location of countries/regions 

social studies: political history

research skills

Materials:

copies of world map section sheets or world map (if completed) 

out-of-date map resources (atlases, encyclopedia)—the older the better 

current encyclopedia

Background:

The world keeps changing: the seas swell and recede, the continents drift, and land forms 

literally rise and fall. Geological changes may be often imperceptible within one human 

lifetime, but political change can be rapid. Nations too rise and fall, reshape borders, 

change names, and gain new capitals. Because of these historical changes, mapmakers 

are constantly re-drawing the world. In this activity, participants will look for changes in 

the world’s political geography. For a tighter focus, you may want to adapt the lesson to 

address regions particularly rich in recent change: Europe, Africa, and/or Asia.

Steps:

1. As introduction, draw your group’s attention to the dynamic nature of the world map. 

Discuss:

• What type of information on the map could be considered unchanging? Why?

• What kind of information is subject to change? Why?

Inform your group they’ll be looking for examples of how countries/regions on the 

world map have changed over time. Can anyone give an example of a recent change in 

political geography?

2. Divide regions of the world among teams of 2–4 persons. Assign specific section sheets 

to each team, as below, or make your own regional divisions.

#2 (North America)

#3 (North Atlantic)

#4 (Eastern Europe)

#5 (Asia)

#6 and #1 (North Pacific)

#7 and #8 (South America)

#9 and #14–17 (South Atlantic and Antarctica)

#10 (Africa)

#11 and #12 (India/Australia)

The World Map Project How to Use Your World Map
28 Peace Corps

3. Instruct each regional team to check the geographic information (borders, names of 

countries, capitals, rivers, etc.) on its map sections) against an out-of-date map. Have 

team members note the following:

• What year was the resource you consulted published?

• What changes (if any) in borders, names of countries/capitals, etc. do you find 

since that date?

Note: Your world map is drawn according to the Robinson Projection. The resource 

maps you consult may represent other projections. The difference in projections may 

affect the shape of land masses within a region. Greenland, for example, appears quite 

differently in the Robinson Projection than on the Mercator Projection. Alert your group 

to this possibility.

4. Challenge your teams to find out the reasons for the specific changes in political 

geography they discover; have them research the history of these countries or regions.

5. When research is complete, have teams share their findings with the whole group. Ask 

them to point out the changes on the world maps explaining reasons for those changes, 

if known.

Peace Corps Connection:

Have your group pay particular attention to changes in the political geography of the 

Volunteer’s host country or region. Encourage your group to share its findings with the 

Volunteer. Have group members ask the Volunteer to provide more detail, if possible, or to 

explain even earlier instances of change in that nation’s political geography.

The World Map Project How to Use Your World Map
Peace Corps 29

Activities for a Completed World Map

Musical Countries (a game for playgrounds and other flat maps)

(grades 3–5)

Time Needed: 

One session

Summary:

Participants use the world map to play a geography game similar to musical chairs.

Curriculum Link:

geography: location of countries/regions

music: music of various cultures

physical education: outdoor game with listening skills

Materials:

world map as painted on a playground or floor

one tape player

music tapes of various cultures

individualized chip or playing piece (one per player)—optional 

geography game cards

To prepare:

Create geographic criteria that, when read, will eliminate players from the game (see 

rules below). Write one statement per card. For example, a card that states all equatorial 

countries will force all players standing on countries straddling the equator to sit down (or 

remove their chips from play).

Sample criteria:

all South American countries

all landlocked countries

the Pacific Ocean

all countries east of India and west of Japan

all countries bordering the Atlantic Ocean

all land and sea locations in the Northern Hemisphere

Background:

This activity is designed for playgrounds where players can run around; however, you can 

adapt the game for smaller flat surfaces as well by playing with chips or game markers instead.

Steps:

Inform your group it will be playing a game on the world map somewhat similar to musical 

chairs. The rules are as follows:

1. While the music plays, everyone is free to roam the Earth (or move his or her chip).

2. When the music stops, players must freeze in their tracks, and listen carefully to the 

statement you read from the game card you have randomly pulled from the pack.

3. Players whose position on the map is described by what you read on the card must remove 

themselves from play. Have them sit down near the map’s border (or remove their chips).

4. Players continue to roam and halt according to the random breaks you make in the 

music. As the game progresses, fewer and fewer players will remain. Those still in the 

game after a pre-determined length of play are world champs!

The World Map Project How to Use Your World Map
30 Peace Corps

What Shape Am I?

(grades 3–9)

Time Needed:

One session for map work and one session for research

Summary:

Participants trace shapes of particular countries on the world map and discuss reasons for 

the locations of specific borders.

Curriculum Link:

geography: location, shape, and topography of selected countries 

social studies: political history of selected countries

research skills

Background:

Physical factors such as rivers, mountains, and coastlines often form natural boundaries 

for a country. Many times, however, a country’s shape reveals as much about its history 

as its topography. Human factors such as wars, treaties, ethnic demographics all influence 

borderlines too.

Materials:

world map

sheets of tracing paper (or thin typing paper)

cellophane tape (if needed)

reference materials (topographical atlases, encyclopedia) 

colored pencils, crayons, or markers

chalkboard or flip chart

Note: You can adapt this activity for different ages and interests. Emphasize steps 1–4 for 

younger groups, steps 4–7 for older groups.

Steps:

1. Invite participants to join you in a hunt across the map for countries with interesting 

shapes. Many people see a boot and soccer ball when looking at Italy and Sicily; what 

do you see in Cuba? Australia? Senegal? Encourage imaginative responses.

2. Divide participants into pairs and have each pair trace on paper one or two countries 

from the world map whose shape is especially interesting to the two of them. Pairs may 

also want to color and/or decorate their traced shapes to illustrate what they resemble 

(e.g., put eyes on a country shaped like an animal).

3. When everyone is done, have pairs share their shapes with all or part of the whole group.

• What do we "see" in the shape of this interesting country?

• Who can identify this "mystery" country and/or locate it on the world map?

The World Map Project How to Use Your World Map
Peace Corps 31

Variation:

Invite pairs to share their shapes with the group without divulging the name and location 

of the country in question. After all shapes have been shared, distribute them to small 

teams. Challenge each team to work together to discover the name and location of each 

mystery country.

4. Re-focus your group’s attention to reasons why countries have different shapes. Discuss:

• Why aren't all countries the same size?

• What causes countries to have different sizes and shapes?

• Do countries ever change shape? Why? Can anyone give an example?

5. Have pairs (or individuals) find out why their chosen country has the shape it does. 

Have them consult a topographical map of their country and also research its history.

While they may not find reasons for the location of every border, challenge your 

researchers to identify as many factors as they can. For example, does a river or 

mountain range form the southern boundary; does a straight eastern edge suggest 

a political division? Encourage researchers to write down their findings on their 

individual maps, near the borders in question.

6. Have pairs share their findings. Make a list on the chalkboard of the most common 

factors influencing the placement of a country’s borders.

7. Display everyone’s labeled drawings next to the world map, if possible.

Peace Corps Connection:

1. Have participants analyze the shape of the Volunteer’s country in a way similar to step 

#5 above. Make predictions about what caused the borders of this nation to be drawn 

where they were. Share the predictions with the Volunteer.

2. You may also want to ask the Volunteer to describe the size/shape of his or her country 

at an earlier point in its history. Why is it no longer this shape? What impact, if any, 

have these changes had on the country and its people?

The World Map Project How to Use Your World Map
32 Peace Corps

We are the World

(all grades)

Time Needed:

Two sessions several days apart

Summary:

Participants trace their family heritage on the world map.

Curriculum Link:

social studies: immigration

geography: location of countries/regions 

mathematics: quantifying data, creating charts

Materials:

world map

adhesive colored dots which can be easily removed from the world map surface 

chalkboard or flip chart

Background:

You can do this activity in one session. If many in your group are unsure of their heritage, 

however, you may want to do steps 3 and 4 several days later so these participants have a 

chance to talk to their families. As this activity involves personal information, you’ll want to 

be sensitive in the manner in which you conduct it. Adapt the activity as necessary.

When introducing this activity, remind students that the United States is primarily a 

country of immigrants. Some of our ancestors came to the U.S. long ago, most freely, some 

by force. Others have arrived more recently. Only Native Americans have lived here for 

thousands of years, though long ago their ancestors arrived from other continents as well.

Steps:

1. Have participants consider immigration issues in general. Discuss and record ideas:

• Why do people immigrate? How many reasons can you think of?

• What would it be like to leave a country and come to a new one? What would be 

difficult about doing so?

2. Inform your group that it will use the world map to locate what regions members’ 

families originally came from.

Share your own genealogical history with participants. Place a dot on the country(ies) 

or region(s) you believe your ancestors came from. You may also want to explain the 

reasons for their immigration to the U.S., if known.

3. Invite everyone to place dots on the world map representing his or her family heritages. 

Those who may not know their specific ancestry can still place dots indicating likely 

world regions (Asia, Africa, Europe, and so on).

4. Survey the results as a whole group. Solicit general reactions, then discuss:

• Which countries/regions seem to have been home for many of our ancestors? Why 

might so many people from this world region have settled in this area of the U.S.?

The World Map Project How to Use Your World Map
Peace Corps 33

• How might our dot distribution look different if we lived in a rural/urban area? 

Why? 

• How might our dot distribution look different if we lived on the West Coast or 

East Coast? In the US. Southwest/South/Midwest/Alaska or Hawaii? If we all 

lived in (name of another nation)? Why?

• How would our dot distribution have looked different 100 years ago? Why? What 

might it look like 50 years in the future? Why?

Peace Corps Connection:

Have your group ask the Volunteer about the cultural diversity in his or her host country:

• Does the Volunteer's country have many people who trace their heritage to other 

lands? Why or why not?

• If people in the Volunteer's country trace their ancestry to other places, what 

places are these? Why did people from these lands settle in the Volunteer's 

country? How did they get there?

Variation:

Gather recent U.S. Census information about your region from a public library. Among 

other things, the Census breaks down information about your region’s population by 

country of ethnic origin. Convert this data to percentage and have your group post this 

distribution on the world map as in steps 3 and 4.

The World Map Project How to Use Your World Map
34 Peace Corps

Made In...

(all grades)

Time Needed: 

One or two sessions

Summary:

Participants locate countries on the world map that have manufactured common objects in 

their daily lives.

Curriculum Link:

geography: location of countries/regions; natural resources 

social studies: global economics; trade routes

Materials:

world map

small squares of paper which can easily be affixed and removed from the world map 

cellophane tape (if needed)

pencils

30–50 readily available objects from everyday life

The items must indicate their country of manufacture, e.g., “Made in China.” You can 

collect them before the activity or wait and have participants gather them from their 

immediate surroundings. In a school setting, items could include any or all of the following.

• classroom objects (globe, crayon box, ruler, and so on)

• contents of student backpacks or desks, voluntarily shared

• labeled apparel (shirts, shoes, jackets), voluntarily shared

Background:

This activity introduces the concept of the interdependent global economy. Through just 

a sampling of items, participants identify a few patterns in international trade. In many 

cases, the patterns would have been far less complex one hundred years ago when a 

locality’s economy expanded little beyond its immediate region. Today, of course, is a 

different story. Because of advances in technology and infrastructure, natural resources 

move freely across the world and manufacturing centers dot the globe.

Keep in mind that many countries exporting goods may not be represented in your map 

sample. First, your sample is very small. Big U.S. import items such as automobiles, 

electronics, and petroleum products probably will not be represented in your sample at all. 

Second, not all nations trade primarily with the United States; other markets exist for both 

geographic and political reasons.

Currently the United States imports more than it exports. A nation imports items for a 

variety of reasons: it may lack the human or natural resources to manufacture the specific 

product; national demand may outstrip the ability to provide the item; and/or it is more 

economical to import the item than to manufacture it within country.

Steps:

1. Inform your group it will be investigating where everyday objects have come from. In 

anticipation of the lesson, have members “guess-timate” what percent of items they find 

will be made in the U.S. compared to those made overseas.

The World Map Project How to Use Your World Map
Peace Corps 35

2. Have participants work individually (or in pairs) to locate items in their immediate 

environment that state their country of manufacture. To avoid duplication of effort, you 

may need to assign teams to specific search areas.

3. Instruct searchers to draw a small sketch of each item on a paper square. Have them 

also label the drawing with the name of the item and its country of origin.

4. When participants have identified and drawn at least 30 different items, have them go 

to the map and affix their squares by the relevant countries.

5. As a group, examine the product distribution on the world map. Solicit general 

reactions; then analyze the data by country, region, or continent Look for patterns both 

in distribution and in types of items exported from particular regions. Discuss:

a. What regions of the world seem to be the source of many of our imported items?

• Any pattern to the type(s) of items we import from this region?

• Why might this region export these particular things to the U.S.?

• How would items from this region reach the U.S.? What routes might the 

items take to get here? How long might that take?

b. What regions of the world aren’t as well represented in our sample? What might 

be some of the reasons for this?

c. How would our product distribution have looked different 50/100 years ago? 

Why?

d. What countries/regions of the world do you think import items from the U.S.? 

Why? What kind of items might these be? Why?

6. For advanced groups: Have members group research topics related to U.S. trade 

relations with other countries. Have researchers share their findings with the whole 

group, making use of graphs/charts and the world map as appropriate. Possible topics:

a. major U.S. import/export items

b. major U.S. trading partners

c. major trade routes to and from the U.S. (Trace them on an overlay; see p. 36–7)

d. trade imbalances and economic effects

e. major exports/imports of selected foreign nations

Variation:

Have participants identify types and sources of all materials used to make one specific 

everyday product, such as a pencil, a chocolate bar, a running shoe. They’ll need to write 

to the manufacturer for assistance. Share and post the information on the world map as it 

becomes available.

Peace Corps Connection:

1. Have your group research the major imports and exports of the Volunteer’s country.

• Why might this country import the items it does?

• Why might this country export the items it does?

• With what nations does this country trade? Why?

2. Ask the Volunteer to list common manufactured items in his or her host country. 

Where were these items made? Post this data on the map as in step 4. How are the 

patterns similar/different from the U.S. import data? Why might this be?

The World Map Project How to Use Your World Map
36 Peace Corps

World Watersheds 

(grades 6 and up)

Time Needed: 

Varies

Summary:

Participants compare/contrast data drawn on an overlay across their world map

Curriculum Link: 

varies

Materials:

world map

atlases that depict major rivers in each of the world’s regions

large sheets of acetate or other transparent plastic sheeting to cover the world map 

strong adhesive tape

markers to use on the plastic overlay: permanent or washable—your choice, but test on the 

overlay beforehand

reference materials related to your specific topic

Steps:

1. Secure a sheet (or sheets) of plastic across your world map.

2. Have participants use markers to trace the outline of the continents and large land 

masses onto the plastic overlay.

3. Assign participants to specific regions on the map. Have them locate the major river 

systems in that area.

4. When the watershed overlay is complete, have participants look for connections 

between their data and the information on the world map beneath the overlay:

• How frequently do rivers form natural boundaries between countries?

• How frequently are country capitals located on a river or near a body of water?

5. Extend the investigation by doing a second overlay directly on top of the first. Repeat 

steps 1 and 2. This time have participants consult atlases to depict one of the following: 

mountain ranges, location of major cities, regional population densities. Analyze the 

results:

• What connections do participants see between any of these depictions and the 

location of water systems?

• What predictions could they make about specific countries on the world map 

based upon these additional dimensions of information?

Variations:

global patterns in vegetation

global climate zones

global patterns in agriculture

global patterns in population

distribution of world’s language groups 

distribution of world’s major religions 

former areas of colonialism

The World Map Project How to Use Your World Map
Peace Corps 37

ocean currents

historic routes of explorers/navigators

current trade and travel routes

hurricane tracking

jet stream/prevailing wind patterns

areas of acid rain fallout

wildlife of the world (tape pictures of animals to country/regions of habitat where is it 

possible to predict the climate or terrain of that region based upon the type of wildlife 

living there?) 

bird/whale migration routes

global reserves of oil and other natural resources

earthquake/volcano zones

plate tectonics

daily temperatures in select cities

locations of world-famous monuments/structures

time zones

world tours

hot spots in the news

comparative data between nations: per capita GNP, consumption rates, infant mortality 

rates, water use, AIDS cases, population density, percent of persons under 15, military 

expenditure

The World Map Project How to Use Your World Map
38 Peace Corps

Math and the Map

Summary:

Participants use data from the world map to reinforce mathematical skills.

Curriculum Link: 

geography 

mathematics

Materials:

world map

paper and pencils

reference materials as needed

Background:

You can incorporate the world map into many areas and levels of mathematics. Adapt the 

activities below to the needs and abilities of your particular group.

Estimation:

• Numbers of countries in a given region. 

Example: How many countries would you guess are in Africa?

• Areas of countries in relation to one another.

Example: How many times might France fit within the continental United States? How 

could we find out? (Note: the Robinson Projection, like other map projections, creates 

some slight land-mass distortions.)

Venn Diagrams (sorting by principle): 

Sets and subsets of countries sharing given criteria.

Example: Which equatorial countries in South America and Africa are landlocked?

Advanced Calculations:

• Adding/subtracting time.

Example: If it’s 5:30 a.m. in Bangkok, what time is it in Washington, D.C.? (You’ll need 

to a have time zone chart handy, or make an overlay-see p. 36-7.)

• Calculating population density. 

Example: How does the population density of Bangladesh compare with that of Pakistan? 

of the United States? (Divide area by population and post the figures on the map.)

• Using fractions. 

Example: What fraction of Central American countries border both the Atlantic and 

Pacific oceans?

• Finding percentage. 

Example: What percent of African nations are in the Northern Hemisphere?

Graphs and Charts:

• Creating bar graphs to compare information between countries. 

Example: What are the five most populous nations in Asia?

• Creating pie charts. 

Example: What percent of Caribbean islands are territories? What percent of these 

belong to the United Kingdom? the United States?

The World Map Project How to Use Your World Map
Peace Corps 39

Interpreting Statistics:

Comparing similar data among different countries, representing information in a visual, 

non-graph way.

Example #1: Using a resource like a world almanac, find the per capita GNP for various 

nations. Represent this information on your map, using adhesive (but removable) sticker 

dots, where one dot = x number of dollars. Remember to create a key to accompany your 

dot display.

Example #2: Collect daily temperature readings from cities around the globe (check daily 

paper). Post the data on the world map:

• track temperature patterns for one or more days

• calculate average daily highs/lows, or range

• search for patterns in global temperature distribution: What's the effect of 

longitude? latitude? being near bodies of water? elevation?

The World Map Project How to Use Your World Map

Part III: Resources For Making

 Your World Map

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Color Scheme for Countries and Territories

NORTH AMERICA

Color Country Capital

Purple CANADA Ottawa

Yellow MEXICO Mexico City

Red UNITED STATES OF AMERICA Washington, DC

Territories

Orange Bermuda (United Kingdom)

Blue Clipperton (France)

Yellow Isla Guadalupe (Mexico)

Yellow Islas Revillagigedo (Mexico)

Blue Saint Pierre et Miquelon (France)

Green Greenland (Denmark)

CENTRAL AMERICA

Color Country Capital

Blue BELIZE Belmopan

Blue COSTA RICA San Jose

Light Green EL SALVADOR San Salvador

Orange GUATEMALA Guatemala City

Purple HONDURAS Tegucigalpa

Green NICARAGUA Managua

Red PANAMA Panama

Territories

Blue Isla del Coco (Costa Rica)

CARIBBEAN

Color Country Capital

Pink ANTIGUA & BARBUDA Saint John’s

Yellow BAHAMAS Nassau

Green BARBADOS Bridgetown

Light Green CUBA Havana

Yellow DOMINICA Roseau

Blue DOMINICAN REPUBLIC Santo Domingo

Yellow GRENADA Saint George’s

Pink HAITI Port-au-Prince

Green JAMAICA Kingston

Purple SAINT KITTS & NEVIS Basseterre

Light Green SAINT LUCIA Castries

Orange SAINT VINCENT & GRENADINES Kingstown

Purple TRINIDAD & TOBAGO Port-of-Spain

Territories

Color Country Capital

Light Green Aruba (Netherlands)

Light Green Bonaire (Netherlands)

Orange Cayman Islands (United Kingdom)

Light Green Curacao (Netherlands)

Blue Guadeloupe (France)

Blue Martinique (France)

Red Puerto Rico (United States)

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Territories/CARIBBEAN

Color Country Capital

Orange Turks & Caicos Islands (United Kingdom)

Orange Virgin Islands (United Kingdom)

Red Virgin Islands (United States)

SOUTH AMERICA

Color Country Capital

Light Green ARGENTINA Buenos Aires

Blue BOLIVIA La Paz

Orange BRAZIL Brasilia

Red CHILE Santiago

Yellow COLOMBIA Bogota

Light Green ECUADOR Quito

Red GUYANA Georgetown

Yellow PARAGUAY Asuncion

Green PERU Lima

Green SURINAM Paramaribo

Purple URUGUAY Montevideo

Pink VENEZUELA Caracas

Territories

Orange Black Rock (United Kingdom)

Orange Clerke Rocks (United Kingdom)

Red Easter Island (Chile)

Orange Falkland Islands (United Kingdom)

Orange Fernando de Noronha (Brazil)

Blue French Guiana (France)

Light Green Galapagos Islands (Ecuador)

Red Isla San Ambrosio (Chile)

Red Isla San Felix (Chile)

Red Juan Fernandez Islands (Chile)

Orange Martin Vaz Islands (Brazil)

Orange St. Peter & St. Paul Rocks (Brazil)

Red Sala-y-Gomez (Chile)

Orange South Georgia (United Kingdom)

Orange South Sandwich Islands (United Kingdom)

Orange Shag Rocks (United Kingdom)

Orange Trinidade (Brazil)

EUROPE

Color Country Capital

Yellow ALBANIA Tirane

Red ANDORRA Andorra-la-Vieja

Yellow AUSTRIA Vienna

Yellow BELGIUM Brussels

Yellow BOSNIA-HERCEGOVINA Sarajevo

Pink BULGARIA Sofia

Light Green CROATIA Zagreb

Pink THE CZECH REPUBLIC Prague

Green DENMARK Copenhagen

Blue FINLAND Helsinki

Blue FRANCE Paris

Purple GERMANY Berlin

Green GREECE Athens

Blue HUNGARY Budapest

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EUROPE (continued)

Color Country Capital

Blue ICELAND Reykjavik

Pink IRELAND Dublin

Red ITALY Rome

Orange LIECHTENSTEIN Vaduz

Red LUXEMBOURG Luxembourg

Yellow MALTA Valletta

Yellow MONACO Monaco

Light Green NETHERLANDS Amsterdam

Light Green NORWAY Oslo

Green POLAND Warsaw

Purple PORTUGAL Lisbon

Light Green ROMANIA Bucharest

Light Green SAN MARINO San Marino

Orange SLOVAKIA Bratislava

Purple SLOVENIA Ljubljana

Yellow SPAIN Madrid

Red SWEDEN Stockholm

Light Green SWITZERLAND Bern

Orange UNITED KINGDOM London

Green HOLY SEE Vatican City

Orange YUGOSLAVIA Belgrade

Territories

Purple Azores (Portugal)

Green Faroe Islands (Denmark)

Orange Gibralter (United Kingdom)

Light Green Jan Mayen (Norway)

Light Green Svalbard (Norway)

EURASIA

Color Country Capital

Light Green ARMENIA Yerevan

Green AZERBAIJAN Baku

Blue BELARUS Minsk

Orange ESTONIA Tallinn

Purple GEORGIA Tbilisi

Orange KAZAKHSTAN Almaty

Green KYRGYZSTAN Bishkek

Light Green LATVIA Riga

Pink LITHUANIA Vilnius

Orange MOLDOVA Kishinev

Yellow RUSSIA Moscow

Red TAJIKISTAN Dushanbe

Blue TURKEY Ankara

Light Green TURKMENISTAN Ashgabat

Red UKRAINE Kiev

Blue UZBEKISTAN Tashkent

AFRICA

Color Country Capital

Green ALGERIA Algiers

Green ANGOLA Luanda

Orange BENIN Porto-Novo

Yellow BOTSWANA Gaborone

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AFRICA (continued)

Color Country Capital

Green BURKINA FASO Ouagadougou

Yellow BURUNDI Bujumbura

Pink CAMEROON Yaounde

Green CAPE VERDE Praia

Yellow CENTRAL AFRICAN REPUBLIC Bangui

Light Green CHAD N’Djamena

Green COMOROS Moroni

Red CONGO Brazzaville

Pink DJIBOUTI Djibouti

Light Green EQUATORIAL GUINEA Malabo

Yellow EGYPT Cairo

Blue ERITREA Asmara

Green ETHIOPIA Addis Ababa

Orange GABON Libreville

Orange GAMBIA Banjul

Light Green GHANA Accra

Red GUINEA Conakry

Pink GUINEA-BISSAU Bissau

Pink IVORY COAST Abidjan

Purple KENYA Nairobi

Blue LESOTHO Maseru

Light Green LIBERIA Monrovia

Purple LIBYA Tripoli

Yellow MADAGASCAR Antananarivo

Yellow MALAWI Lilongwe

Yellow MALI Bamako

Blue MAURITANIA Nouakchott

Light Green MAURITIUS Port Louis

Red MOROCCO Rabat

Light Green MOZAMBIQUE Maputo

Pink NAMIBIA Windhoek

Red NIGER Niamey

Blue NIGERIA Lagos

Light Green RWANDA Kigali

Green SAO TOME & PRINCIPE Sao Tome

Light Green SENEGAL Dakar

Orange SEYCHELLES Victoria

Orange SIERRA LEONE Freetown

Red SOMALIA Mogadishu

Red SOUTH AFRICA Pretoria, Cape Town

Orange SUDAN Khartoum

Green SWAZILAND Mbabane

Red TANZANIA Dar es Salaam

Yellow TOGO Lome

Light Green TUNISIA Tunis

Pink UGANDA Kampala

Blue ZAIRE Kinshasa

Orange ZAMBIA Lusaka

Purple ZIMBABWE Harare

Territories

Light Green Apalega Islands (Mauritius)

Light Green Annobon (Equatorial Guinea)

Orange Ascension (United Kingdom)

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Territories/AFRICA (continued)

Color Country Capital

Light Green Bouvet (Norway)

Green Cabinda (Angola)

Yellow Canary Islands (Spain)

Light Green Cargados Carajos Shoals (Mauritius)

Yellow Ceuta (Spain)

Blue Crozet Islands (France)

Purple Heard Islands (Australia)

Blue Ile Amsterdam (France)

Blue Ile St. Paul (France)

Blue Kerguelen Islands (France)

Purple Madeira (Portugal)

Blue Mayotte (France)

Purple McDonald Island (Australia)

Yellow Melilla (Spain)

Red Prince Edward Islands (South Africa)

Light Green Rodrigues (Mauritius)

Orange St. Helena (United Kingdom)

Orange Tristan Da Cunha Group (United Kingdom)

Blue Tromelin (France)

Pink Western Sahara (Morocco)

MIDDLE EAST

Color Country Capital

Purple AFGHANISTAN Kabul

Light Green BAHRALN Manama

Pink CYPRUS Nicosia

Red IRAN Tehran

Pink IRAQ Baghdad

Red ISRAEL Jerusalem

Green JORDAN Amman

Yellow KUWAIT Kuwait

Light Green LEBANON Beirut

Purple OMAN Muscat

Orange PAKISTAN Islamabad

Purple TERRITORY UNDER PARTIAL PALESTINIAN CONTROL

Orange QATAR Doha

Blue SAUDI ARABIA Riyadh

Orange SYRIA Damascus

Green UNITED ARAB EMIRATES Abu Dhabi

Yellow YEMEN Sanaa

Territories

Purple Al Khasab (Oman)

Yellow Socotra (Yemen)

ASIA

Color Country Capital

Green BANGLADESH Dhaka

Purple BHUTAN Thimphu

Yellow BRUNEI Bandar Seri Begawan

Yellow MYANMAR Yangon

Pink CHINA Beijing

Light Green INDIA New Delhi

Orange INDONESIA Jakarta

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Green JAPAN Tokyo

Light Green KAMPUCHEA Phnom Penh

Purple KOREA, NORTH Pyongyang

Orange KOREA, SOUTH Seoul

Purple LAOS Vientiane

Blue MALAYSIA Kuala Lumpur

Green MALDIVES Male

Blue MONGOLIA Ulaanbaatar

Red NEPAL Kathmandu

Yellow PHILIPPINES Manila

Light Green SINGAPORE Singapore

Red SRI LANKA Colombo

Green THAILAND Bangkok

Red VIETNAM Hanoi

Territories

Light Green Andaman Islands (India)

Orange Chagos Archipelago (British Indian Ocean Territory)

Green Daito Islands (Japan)

Orange Hong Kong (United Kingdom)

Light Green Lakshadweep (India)

Purple Macao (Portugal)

Green Nampo Shoto (Japan)

Light Green Nicobar Islands (India)

Green Parece Vela (Japan)

Pink Pratas (China)

Pink Taiwan (China)

SOUTH PACIFIC

Color Country Capital

Purple AUSTRALIA Canberra

Orange FEDERATED STATES OF MICRONESIA

Light Green FIJI Suva

Green KIRIBATI Tarawa

Green MARSHALL ISLANDS Majuro

Orange NAURU Yaren

Pink NEW ZEALAND Wellington

Light Green PAPUA NEW GUINEA Port Moresby

Orange TONGA Nuku’alofa

Purple TUVALU Funafuti

Red VANUATU Port-Vila

Purple WESTERN SAMOA Apia

Territories

Red American Samoa (United States) 

Pink Antipodes (New Zealand) 

Pink Auckland Islands (New Zealand) 

Red Baker Island (United States) 

Purple Ball’s Pyramid (Australia)

Pink Bounty Islands (New Zealand) 

Pink Campbell Island (New Zealand) 

Pink Chatham Islands (New Zealand) 

Purple Christmas Island (Australia)

Purple Cocos Islands (Australia) 

Pink Cook Island (New Zealand) 

Purple Coral Sea Islands Territory (Australia)

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Territories/SOUTH PACIFIC (continued)

Color Countrv Capital

Orange Dude Island (United Kingdom)

Blue French Polynesia (France)

Red Guam (United States)

Orange Henderson Island (United Kingdom)

Red Howland Island (United States)

Blue Wallis (France)

Red Jarvis Island (United States)

Red Johnston Atoll (United States)

Pink Kermadec Islands (New Zealand)

Light Green Lau Group (Fiji)

Purple Lord Howe Island (Australia)

Purple Macquarie Island (Australia)

Green Minami Tori Shima (Japan)

Blue New Caledonia (France)

Red Northern Mariana Islands (United States)

Purple Norfolk Island (Australia)

Pink Niue (New Zealand)

Orange Oeno Island (United Kingdom)

Red Palau (Trust Terr. of Pac. Is.) (United States)

Red Palmyra Atoll (United States)

Purple Philip Island (Australia)

Orange Pitcairn Islands (United Kingdom)

Pink Tokelau Islands (Union Group) (New Zealand)

Red Wake Island (United States)

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Practice Exercise #1: Enlarging Drawings by Grid

Directions: Make a larger copy of the rabbit in Grid #1 by drawing it in Grid #2. Hint: In 

order to draw a bigger rabbit in the grid on the right, you need to look at where the lines of 

the rabbit’s body cross the grid squares in the smaller drawing. You can make dots on the 

large grid where these lines should cross the squares. Then connect the dots and look how 

your rabbit grew!

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64 Peace Corps

Practice Exercise #2: Drawing Maps by Grid

Directions: Read the suggestions below; then practice your map drawing skills using the grid.

Enlarging Your Drawing

First, look at the guide-map block. Do you see how the form in the “enlarged once” block 

is larger but still has the same shape and proportions? When you draw, make sure the 

country border or coast lines cross the large grid block in proportionately the same place 

as in the guide map block. Now, you try it. In less than a minute, you’ve drawn over a 

thousand miles of North Alaskan coastline.

Sub-dividing Difficult Blocks

Drawing difficult map blocks will be four times as easy if you divide the guide map block into 

four smaller blocks. Be sure to sub-divide the same block on the large map grid as well.

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Putting It All Together

As you draw this section of South America, notice where the borders cross the grid blocks. 

Remember to draw one block at a time.

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Appendix

Peace Corps 67

How to Draw Your Grid on Walls

These instructions are for mapmakers who are drawing their maps on unsquared walls or 

irregular pieces of hanging canvas. Don’t be put off by the number of steps. They simply tell 

you how to make a grid box with perpendicular sides using a simple plumb line.

Materials:

yardstick/meter stick(s)

long straightedge 

pencils

simple plumb line

To make:

Attach a long string to a small flat weight, such as a washer or rock. The string should be 

longer than the height of your map. The weight should be about the size and shape of a 

half-dollar. It should also be smooth and flat on one side.

Steps:

1. Roughly center your map on your background surface. You can find the center point 

of your map by drawing a big X corner-to-corner across an area of background that 

is roughly the same size as your map. The center of the X is the center point of your 

map’s grid.

2. Draw the left edge of your grid box:

a. From your center point, measure left 1/2 the length of your map. Let this be 

Point L.

b. Hang your plumb line through Point L. Tape the top of the string to the wall 

so that the plumb line crosses directly over Point L. Your plumb line should lie 

directly against the wall or cloth. When it is still, make marks on the background 

surface every foot (half-meter) or so down along the string.

c. Connect these marks with a pencil and straightedge to make the left edge of 

your grid.

3. Draw the bottom of your grid box:

a. Decide where you want the bottom of your map to be. Measure up from the floor 

this distance and make a series of marks the length of your map.

b. Connect these marks with a pencil and straightedge to make your bottom line.

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Figure 10: Grid Box Left Edge and Bottom Line

4. Draw the right edge of your grid box. Repeat steps 2a-c on the right side of your map. 

(Let R be the right edge point and B be the point of intersection between the bottom line 

and the right edge line.)

5. Draw the top of your grid box:

a. Mark the height of your map on both the left and right sides of your grid box. 

Do this by measuring up from Points A and B the same distance. Let the top left 

point be Point C and the top right point be Point D.

b. Draw a line connecting these two top marks (Points C and D). This top 

line should be parallel with the bottom line. If you don’t have a very long 

straightedge, first make top points.

Figure 11: Grid Box Right Edge and Top line

6. Now that you have your grid box, go to p. 13 and continue the process from there.

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How to Draw Your Grid on Floors, 

Playgrounds and Other Flat Surfaces

These instructions are for mapmakers who are drawing their maps on an unsquared

horizontal surface like a part of a floor or a playground. You can also follow these 

instructions if you are working fiat with an irregular piece of canvas.

Materials:

pencil or chalk

string

measuring tape or stick

long straightedge

carpenter’s square (two rulers joined in an L shape)

Steps:

1. Use the measuring tape and chalk to draw the bottom line of the grid.

2. Draw the left line of the grid. The trick here is to make sure that the left line is 

perpendicular to the right line. To do this, take advantage of the Pythagorean Theorem: 

a2 + b2 = c2. For example, 32 + 42 = 52 because 9 + 16 = 25.

a. First, cut a string 16 feet long and lay it along the bottom line.

b. Cut another string 9 feet long and lay it along the left side of the bottom line.

c. Cut the third string 25 feet long. This string is the hypotenuse, so lay it in 

position. While keeping the bottom line string along the bottom line, move just 

the left line string until all the points match up. This produces a triangle where 

the bottom line is perpendicular to the left line. Draw the left line along the string.

Note: When laying the string for steps 2a–c, do not pull the string so tight that 

it stretches.

3. To make the rest of the grid, measure up from the bottom line and over from the left line.

Figure 12

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70 Peace Corps

How to Make a Tissue Paper World Map

Colored tissue paper makes beautiful, textured maps. Glued to lightweight paper, these 

maps have an illuminated quality when taped to windows. They are also involve less cleanup than painted maps.

Materials:

copies of map section sheets, p. 42-55

“butcher block” paper or pre-gridded flip-chart paper (available through business supply stores) 

tissue paper in a variety of colors

glue sticks

black markers

Steps:

To make a tissue paper map, draw your grid on lightweight sheets of paper taped together. 

Some mapmakers have simplified the process by purchasing large sheets of pre-gridded 

paper. Hand draw your map information block-by-block as usual. (Note: If necessary, you can 

cut your paper map into workable sections during the project and reassemble it at the end.)

When you are ready to add color.

1. Select tissue paper appropriate to the countries you are coloring. Tear the paper into 

strips or patches.

2. Cover your targeted area with glue.

3. Affix the tissue paper strips so that they cover the targeted area in a collage-like way.

4. Don’t worry about rough borders between colors. Once the paper is dry, outline the 

borders with a wide black marker, which will cover any gaps.

5. Label your map; see p. 20.

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Peace Corps 71

Bibliography

The following list of publications is provided for your information only. Inclusion or 

exclusion in no way reflects endorsement or lack of endorsement on the part of Peace Corps 

or the U.S. Government.

For Teachers:

Cook, Shirley. One Hundred Eighty Days Around the World: Learning about Countries and 

Cultures Through Research and Thinking-Skills Activities. Nashville: Incentive Publications, 

1993.

Demko, George. Why in the World: Adventures in Geography. New York Doubleday, 1992.

Fletcher, James. Exploring Geography Using the Atlas. Skokie, Illinois: Rand McNally, 1986. 

(grades 5–8)

Jinkins, Barbara. Pineapples, Pandas, and Pagodas: Travelling Around the World Through 

Research and Thinking-Skills Activities. Nashville: Incentive Publications, 1993.

Knight, Cheryl S. Five Themes of Geography: Geography Across Curriculum — Teacher’s 

Activity Guide. Boone, North Carolina: Parkway Publishers, 1994.

LaMorte, Kathy and Sharen Lewis. World Social Studies Yellow Pages for Students and 

Teachers. Nashville: Incentive Publications, 1993.

Makower, Joel, editor. Map Catalog: Every Kind of Map and Chart on Earth and Even Some 

Above It. Second Edition. New York: Vintage Books, 1990.

Monmonier, Mark. How to Lie with Maps. Chicago: University of Chicago Press, 1991.

Ruckdashel, Candy. A Literary Travel Log Integrating Literature and Global Awareness. 

Nashville: Incentive Publications, 1993.

Rushdoony, Haig. A Language of Maps: A Maps Skills Program for Grades 4–6. Carthage, 

Illinois: Fearon Teaching Aids, 1983.

Silver, James F. Geography Skills Activities Kit: Ready-to-Use Projects and Activities. 

Englewood Cliffs, New Jersey: Center for Applied Research in Education, 1988.

Wood, Denis. The Power of Maps. New York: The Guilford Press, 1992

For Students:

Breisler, L. Earth Facts. Tulsa: EDC Publishing, 1987. (grades 3–7)

Cultures of the World, 6 volumes. North Bellmore, New York: Marshall Cavendish, 1992. 

(grades 5–10)

Frisch, Carlienne. Destinations: How to Use All Kinds of Maps. New York Rosen Group, 1993. 

Knowlton, Jack. Maps and Globes. New York: HarperCollins, 1986. (grades 2–5)

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72 Peace Corps

Lye, Keith. Measuring and Maps: Projects with Geography. New York: Gloucester Press, 

1991. (grades 5–8)

People and Places Series, 24 books. Morristown, New Jersey: Silver Burdett, 1989. 

(grades 4–8) 

Taylor, Barbara. Be Your Own Map Expert. New York Sterling, 1994.

Taylor, Barbara. Maps and Mapping: Geography Facts and Experiments. New York 

Kingfisher LKC, 1993.

Williams, Brian. Countries of the World: A Visual Factfinder. New York: Kingfisher LKC, 

1993. (grade 5 and up)

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Acknowledgments

Special thanks to the following individuals and groups for their contributions to this special 

project:

Tom Ahnemann Minnie Dyer Susan Matulaitis

Margaret (Peggy) Altoff Carla Fletcher Jayne Osgood

Judy Babbits Andrew Fontanez National Geographic Society

Cheryl Bartz Jennifer Haas Elise Sprunt Sheffield

Judy Benjamin Mary Koller Kurt Waters

Tom Burwell Margaret Legowski Barbara Jo (B.J.) White

Frederick Czarra Brian Leonardo Maureen Wilson-Jarrard

Steve Dorage

The World Map Project Appendix