Open the inquiry by asking students the compelling question, “how does where you live matter?” Teachers might begin by facilitating a student-driven brainstorming session where the class deconstructs the question and explores potential meanings. What does it mean for a place to “matter” or “not matter?” Drawing on real-world experiences and background knowledge, have students describe examples of places, either in their own communities or around the world, that matter in people’s lives. What places matter to them? Next, have students study a variety of world topographic and physical maps What do the maps represent (i.e., geographic features)? Discuss where there might be opportunities (the advantages an environment can offer) or constraints (perceived limitations) that geography can present to human activities. Do the maps support or complicate their initial ideas about which physical features matter?
Teachers will want to gauge students’ prior knowledge and experience with maps. A preliminary discussion of the nature, value, and use of maps may be needed to refresh students’ understandings. What different types of maps are there, and how are they created? How accurate are the maps we use? If everyone has access to maps on their phones, is it still important to learn how to read maps? Students may discuss their ideas as a whole class or in small groups, and then document their initial findings as teachers see fit. Ultimately, this inquiry relies on exploring the reciprocal relationship between humans and their physical environments.