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As someone that teaches dual credit US History, this activity can be extremely helpful in understanding issues between nations that share a border. To give them the background knowledge, this will help my AP Human Geo students understand that border issues are not unique to the United States and Mexico, and that there are many different areas that struggle with border locations, encroachments, and illegal crossings.

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I love this Newsletter style presentation of information!!!!

Stations!!! This would be a great way to have digital stations.

I think I would take the numbers off of the map, and have the students actually label the map with them, forcing the students to actually interact with the map and the borders.

Have them in a group so they can discuss it. I also like to have my students tap into their own feeling about it and document it. I find that they remember conflicts better. Choose a side, or explain why you don't think you can. This forces them to think critically and humanize the conflicts.

After completion of the assignment, we will discuss as a class.

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I needed a lot of help with this last year and this lessons would have helped.  Students did not know much about states, regions, countries or continents. Map it!, Cartogram, and Farming for the future will, are great lessons for support.
Tic, Tac, Toe is great.
Cartogram lesson is great and this would be a whole class lesson and then I can add MCQ's as bell ringers and exit ticket.

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I reference maps often in class, I'm not sure why I've never thought of using annotated maps. After looking through this activity, it's what I've been missing to help students improve their world view. A good way to scaffold this assignment OR make it shorter for those that may not feel they have time would be to make it a puzzle game. Maybe erase the numbers on the map so students have to locate the places, then providing the notes/responses on color cutouts that can be glued into each box. Students will still complete the work, but could complete the activity a little quicker. Another option would be the Jigsaw strategy where expert groups discuss one dispute/conflict then regroup to share/teach their content to each other.

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I like the idea of an annotated map - I'm planning map activities for my World History course where students can map countries, trade routes, mountain ranges, deserts, etc throughout history so they can visualize what the world looked like from 1300 - now. I think an annotated map could serve a similar purpose in APHG. This way it is easier for students to visualize how countries interact with each other. Most of my students have a very difficult time picturing a world map so this would make that much easier.

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Interesting, but like many activities, perhaps too much for a 45 minute class. I could see making this an ongoing project and assigning one of these on a weekly or bi-weekly basis over a unit (political unit?). It might be difficult to hold students accountable for working on these either as individuals or as group. I'm primarily considering this as an extension activity for GT students who finish regular assignments early and could benefit by going into greater depth.

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Thinking about the articles and the annotated maps, I'm thinking about doing a gallery walk, where each group is assigned a dispute or conflict, create a poster, then do the gallery walk. I was thinking about doing these during the culture and political units, but reading through the posts, I really like Virginia's idea of doing this Unit 1 to show that this isn't just identifying places on a map, and that this isn't a history class (many students, and an unfortunately high number of colleagues on my campus, don't understand that social sciences and history classes aren't necessarily the same thing).

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I teach World History, also. This will be extremely helpful even teaching World History. This map work can be assigned to individual students as well as a peer activity. Map work is always fun, especially at the beginning of the year; it helps as an ice-breaking session. It will be very helpful in understanding the current tense diplomatic border relations

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Coming from World Geography where they labeled everything and remembered nothing...mapping this way looks very useful!  I would most likely have groups research and answer one of the regions then have them trade information with other groups - so by the time they are done, they have shared their information multiple times - hopefully cementing more of the content for them selves.
An activity that the students love is looking at the history of sports in different areas and how it ties to their cultures and connects cultures around the world.

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I like this annotated map as it could be used to assign specific disputes to individual students where they could then present their findings in relation to their peers. This could then be used in a comparison activity looking at the driving forces behind these different disputes.

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I am obsessed with annotated maps and this is awesome. I gives students the visual of where these borders are and immediately connects them to the issues. I would use this unit one so that students can see that it is more than just maps we are looking at. It reveals the issues with deciding a border. I had no idea about the Arctic circle. I have used maps for major wars like WWI and WWII and this brings in Yugoslavia and the Ottoman Empire and they can see how major war disputes cause division.

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I like using maps to layer different events and see the relationships between them. I also saw someone mentioned lizardpoint, I have used that before as well as seterra. There is another online resource called wordwall.net where you can find already created maps or make your own that encompass whatever the topic is your covering. You could also create a quizlet set that had questions and map identification so students could do both while working with it individually or collaboratively.

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I think annotated maps are rad. you could use with a jigsaw activity so students have to work with others around the room or ive seen it does as stations and they travel around the room in a group.

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I do an ethnic conflict project in political geography so I could use this as a pre-project learning guide for general understanding of different border disputes and conflicts before I assign the project. We present the project in class.  Presenting meaning gallery walk/student led teaching with food from the culture of the assigned ethnic conflict. Freshmen presenting a project in front of the class is worse than staring at the sun with bifocals. Food is always fun for everyone with allergy instructions/checks before. Map activities I use in the beginning of the year is a spatial analysis activity where they make a choropleth map of the entire world using one population statistic and color in each country based on the data from the world population data sheet website.

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i like using them to orient students on multiple levels of creating spatial connections. we watch cnn10 in my on level classes and some of these border conflicts help to explain current conflicts. I like this activity and maybe expanding upon it (since i dont play cnn10 with ap) by tying in real current events and tense diplomatic relations and how they stem from long disputed border conflicts.

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I like the idea of an annotated map.  I currently do a map packet where they use Lizard Point and label states, bodies of water and regions.  Then I give them a 30-40 question quiz over some of the items on the packet.  Though I've had a lot of students say they like the map packets and quizzes, I wanted to spice it up a bit so I like the idea of the annotations on the side!

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I like the idea of an annotated map.  I currently do a map packet where they use Lizard Point and label states, bodies of water and regions.  Then I give them a 30-40 question quiz over some of the items on the packet.  Though I've had a lot of students say they like the map packets and quizzes, I wanted to spice it up a bit so I like the idea of the annotations on the side!

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Justin Spurgeon
I like the condensed version of this activity. I typically separate them all (and you also have some that I don't typically cover, which is also a nice addition), and I like the way that students can then compare/contrast the different disputes/conflicts on one visual. I will definitely be stealing this for my kiddos!!

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Respond to one of the following questions:
1. How might you use it in your classroom?
2. What other map activities help your students know where important places are in the world?

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Linda Sharp. I would use this as part of a jigsaw or gallery walk about border conflicts and disputes. I think I would divide up parts of the each article (modified length) among different groups, and have them collect the information, and then present it to the class. after wards, they would copy down the information of each group, from the other groups.

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I would use this to conduct a Jiigsaw where each person in a group would take on of the articles/videos and become an expert about it. Part of becoming an expert would be to create a one-pager. Each student would then share with others in their group while the group takes notes. Upon completion of those short presentations I would then have students collaborate and use the AVID FNT process to process the information from all of the items.