Mapping as a Visualization and Communication Tool in Your Classroom

Syllabus

Course Description

A map is a representation or picture of a place with selected characteristics shown as

symbols. Maps present information about the world visually and allow us to see
relationships and patterns. Maps are powerful tools for visualizing information that can
support inquiry in the classroom—including the Geo-Inquiry Process. Maps can also
communicate information and move others to action.

In this course, educators will increase their knowledge about spatial thinking, maps, and
mapmaking to help them develop classroom learning experiences that improve students’
skills in using maps to make sense of the world. From mental maps to paper maps to
interactive maps, these visual representations of data are useful tools for learning and
communicating information.
Map reading and mapmaking can assist student research, analysis, and storytelling while
supporting inquiry-based learning.

Course Goals

The goal of this course is to have educators increase their understanding of maps and
mapmaking across numerous topics and disciplines to help them develop classroom
learning experiences for students.

In this course, learners will:

1. Describe maps, including their elements, types, and formats and how they are made
2. Explain the use of maps in the Geo-Inquiry Process
3. Analyze the role that spatial thinking, through map reading and student map
creation, can play in your curriculum
4. Create and refine a map based on research in your discipline that could be used to
visualize data and communicate information
5. Develop a “Mapping in the Classroom - Lesson Plan” to implement a mapping-
based lesson sequence in an upcoming curricular unit
6. Share and reflect about their practice in a collaborative online community.

Prior Knowledge
The course is designed for teachers of any subject(s) or grade(s). No prior knowledge
about geography, cartography, the Geo-Inquiry Process, or the National Geographic
Learning Framework is required. Teaching experience and access to students in a
classroom is recommended. However, educators are not required to have access to
students during the administration of the course.

Schedule

Session Title Goal

Session 1: Maps and Define spatial thinking and the types and purposes of maps
Spatial Thinking

Session 2: Reading and Practice careful map reading and analysis to understand the
Understanding Maps potentials and limits of maps. Consider ways to incorporate
inquiry-based map reading into instruction.
Session 3: Using Maps to Investigate the ways geographers use maps to visualize data
Visualize Data for analysis. Practice creating maps for visualizing data.

Session 4: Using Maps to Analyze maps that communicate information and inspire
Communicate Information action. Create a lesson plan that incorporates student
mapping.

Session 5: Reflection Complete a revised map and collect key ideas from the
course to reflect on learning.

Hours
This course requires approximately 20 hours to complete.

Course Completion
There are five sessions in this course. Typically, learners will have one week to complete
each session. Refer to the course schedule on the Course Information page for pacing.

To complete this course and obtain a certificate of completion you must:

• Earn a minimum number of points in the course by completing quizzes and

assignments and by participating in course discussions. The total number of points
required for completion is noted in the course and is approximately 80% of the
total points a learner can earn by completing all expected assignments.
• Points for this course are weighted
o Assignments for Course Portfolio - 40%
§ Initial Map - 10%
§ Mapping in the Classroom - Lesson Plan - 10%
§ Mapping in the Classroom - Portfolio - 20%
o Peer Evaluation of Mapping in the Classroom - Lesson Plan - 10%
o Discussions - 20%
o Checking for Understanding Quizzes - 10%
o Session Assignments and Reflections - 20%
• Contribute meaningfully to weekly discussion boards by writing an original post
and commenting on at least two existing posts.
• Complete readings, view videos, and explore other related content.
• Submit a Mapping in the Classroom - Lesson Plan and Mapping in the Classroom -
Portfolio according to instructions.
• Peer-assess at least two Mapping in the Classroom - Lesson Plans.
Mapping in the Classroom - Portfolio
The Mapping in the Classroom - Portfolio is a purposeful collection of resources, notes, and
plans that demonstrates how educators will incorporate the content and skills from this
course in their instructional practice. The portfolio will contain a selection of work created
throughout the course:
• Rough Draft Map (Created in Session 3)
• Revised Final Map (Created in Session 4)
• Highlights from your Key Concepts Organizer (Created in Sessions 1-4)
• Highlights from your Resource Toolbox (Created in Sessions 1-5)
• Mapping in the Classroom Lesson Plan (Created Sessions 2-4)
Portfolio Reflection (Created in Session 5)

Session 1: Maps and Spatial Thinking

Overview: In this session, educators will begin their exploration of maps and spatial
thinking. National Geographic Explorer Paul Salopek and Harvard University cartographer
Jeff Blossom will share how they use maps to capture stories large and small. The
exploration of maps and spatial thinking will continue through readings, class discussions,
and personal reflection.

Objectives
By the end of this session, learners will:

• Define their professional goals and expectations for this course

• Describe personal experiences with maps and professional experiences teaching
with maps
• Explain geographic perspectives
• Describe spatial thinking
• Explain types of maps and purposes for maps

Guiding Question

How do I use maps to engage students in spatial thinking to better understand their
world?

View Videos
• National Geographic Society. "Mapping the Human Journey." October, 2019. Video,
6:36.
 In this video, a journalist and a cartographer develop maps to illustrate a journey
across the world.

• National Geographic Society. "The Geo-Inquiry Process." 2018. Video, 6:20.

This video provides an overview of the Geo-Inquiry Process.

• Penn State Public Broadcasting. "The Geospatial Revolution." from The Geospatial
Revolution. Updated March 2, 2011. Video, 5:13.
https://www.nationalgeographic.org/media/geospatial-revolution/
This video series examines the world of digital mapping and how it is changing the
way we think, behave, and interact.

Read (Note – Not all readings are required)

• Bednarz, S., Acheson, G., & Bednarz, R. “Maps and Map Learning in Social Studies.”
Social Education: National Council for the Social Studies, November/December
2006. https://www.socialstudies.org/system/files/publications/articles/se_70070
6398.pdf
This article describes concepts and strategies for using maps in a social studies
classroom.

• Bednarz, S. & Kemp, K. “Understanding and Nurturing Spatial Literacy.”

International Conference: Spatial Thinking and Geographic Information Sciences
2011. https://www.sciencedirect.com/science/article/pii/S1877042811013279?via%
3Dihub
This paper explains the character, nature, and development of spatial literacy for
specific use in geography and science classrooms.

• Blossom, Jeff. “An Atlas of Thinking: Mapping by Middle School Students.” National
Geographic, October 11, 2018, https://www.nationalgeographic.org/projects/out-
of-eden-walk/blogs/lab-talk/2018-10-atlas-thinking-mapping-middle-school-
students/
This article describes how cartographer Jeff Blossom works with middle school
students to make maps and understand topics of study.

• Environmental Systems Research Institute. “The Power of Where: How Spatial

Analysis Leads to Insight.” The ArcGIS Book, Chapter 5,
2019. https://learn.arcgis.com/en/arcgis-book/chapter5/
This chapter explains how spatial analysis can help people understand and solve
location-oriented problems by studying the characteristics of place and examining
the relationships between them.
 • Environmental Systems Research Institute. “Mapping is for Everyone: New Ways to
Make, See, and Use Maps.” The ArcGIS Book, Chapter 2,
2019. https://learn.arcgis.com/en/arcgis-book/chapter2/
This chapter explains how online mapping is transforming GIS and engaging larger
audiences with varied reasons for making and using maps.

• Gersmehl, P. & Gersmehl, C. “Spatial Thinking by Young Children: Neurologic

Evidence for Early Development and ‘Educability’.” Journal of Geography: National
Council for Geography Education.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.576.8614&rep=rep1&ty
pe=pdf]
This article explores research with young learners and has applications for all
learners developing their spatial thinking abilities.

• National Geographic Society. “How Maps are Saving the World.” National
Geographic Data Points, August 1, 2015.
https://news.nationalgeographic.com/2015/08/how-maps-are-saving-the-world/]
This article features some examples of how maps are being used to drive positive
change in the world today.

• National Geographic Society. “Looking at the World in Multiple Ways.” National

Geographic Education.
https://www.nationalgeographic.org/education/about/national-geography-
standards/geographic-perspectives/
This reading describes geographic perspectives in terms of spatial and ecological
perspectives to help unpack national geography standards.

• National Geographic Society. “Maps.” National Geographic Resource Library,

January 21, 2011. https://www.nationalgeographic.org/encyclopedia/map/
This encyclopedic entry provides basic information about maps.

• National Geographic Society. “Spatial Thinking About Maps-Executive Summary.”

National Geographic Education, August 19, 2013. Updated September 2019. [pdf]
This report synthesizes the research about spatial thinking and proposes spatial
concepts, learning strategies, and resources for teaching students in the
elementary grades.

Complete
 • Public Assignment – Spatial Thinking
• Use Key Concept Organizer and Resource Toolbox to collect ideas (offline)

Discuss
• Introduce themselves to other learners though a mapping activity
• Activate prior knowledge and set goals
• Respond to: How can I use maps to engage students in spatial thinking to better
understand their world? What different ways can they interact with maps to show
their spatial thinking and geographic perspective?
• Participate in the Portfolio Discussion Forum (optional)

Reflect
• Learners reflect on their reactions to and takeaways from Session 1 content and
interactions.

Session 2: Reading and Understanding Maps

Overview: This session focuses on analytical map reading. Learners will explore some
thematic maps and determine what information they present and how these maps display
that information. As learners dig deeper into maps and learn about their usefulness, they
also consider the limitations and potential biases maps present.

Objectives
By the end of this session, learners will:
• Analyze a variety of thematic maps by identifying and describing geographic
patterns
• Describe information presented in maps and their limitations
• Compare and contrast different kinds of maps
• Explain how maps can support student inquiry

Guiding Question
What purposes do maps serve?

View Videos
• National Geographic Society. “Mapping the Green Book.” September, 2019. Video,
6:20.
This video highlights the work of cultural historian Candacy Taylor as she
documents and maps the locations in The Negro Motorist Green Book.
Read (Note – Not all readings are required)
• Kerski, J. “A Good Map Teaches You to Ask a Better Question.” ESRI, 2016.
https://www.esri.com/about/newsroom/arcuser/a-good-map-teaches-you-to-
ask-a-better-question/
This article highlights the importance of using maps and data to ask and analyze
real-world issues in support of inquiry-based teaching and learning.

• Kerski, J. “Why GIS in Education Matters.” Geospatial World, August 6, 2018.

https://www.geospatialworld.net/blogs/why-gis-in-education-matters/
This article describes geographic information systems (GIS) and how they can be
used in education.

• Kiersz, A. “Here's what the US electoral map looks like adjusted for population.”
Business Insider, November 16, 2016.
https://www.businessinsider.com/2016-election-results-maps-population-
adjusted-cartogram-2016-11
This article shows University of Michigan physicist Mark Newman’s maps produced
showing the results of the 2019 U.S. presidential election while rescaling states and
counties by population.

• Mason, B. “Why Your Mental Map of the World is (Probably) Wrong.” National
Geographic, November 16, 2018.
https://www.nationalgeographic.com/culture/2018/11/all-over-the-map-mental-
mapping-misconceptions/
This article describes common misconceptions in world maps stored as mental maps
for many people.

• Monmonier, M. “How To Lie With Maps: Introduction (3rd Edition).” The University
of Chicago Press, 2018
This introduction to a popular book about mapmaking presents basic ideas about
how maps can and do present lies about geography.

• Monmonier, M. “Lying With Maps.” Statistical Science, 2005.

http://sentra.ischool.utexas.edu/Cherian_Antony/INF327E/restrict/lying_with_map
s.pdf
This article presents ways that cartographic representations can be misleading,
sharing examples based on statistical data, and shows that statistical maps can
distort geographic reality.
 • Nelson, J. “Misconceptions: Some Common Geographic Mental Misplacements…”
ESRI.
https://storymaps.esri.com/stories/2018/misconceptions/index.html
This article presents common misconceptions found in many mental maps.

Explore
• “All Over the Map,” National Geographic, accessed August 11, 2019
https://www.nationalgeographic.com/culture/all-over-the-map/
This National Geographic website presents a collection of stories with and about
maps.

• “Analyze a Map,” National Archives, accessed September 1, 2019

https://www.archives.gov/education/lessons/worksheets/map.html
This resource provides steps and questions for map analyses.

• “Analyzing Maps Teacher’s Guide,” Library of Congress, accessed September 1, 2019

http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Maps.pd
f
This guide helps students observe, reflect, and question using maps.

• “Explore Historic Mount Everest Expeditions Through National Geographic Maps,”

National Geographic, accessed August 11, 2019
https://news.nationalgeographic.com/2018/05/maps-mount-everest-summit-
anniversary-exploration-cartography-culture/
This site presents information and maps related to Mt. Everest expeditions.

• “Explore Your Favorite Movie Worlds Through Beautiful, Hand-painted Maps,”

National Geographic, accessed August 11, 2019
https://news.nationalgeographic.com/2017/10/maps-movies-cinema-illustrations-
star-trek-princess-bride-jurassic-park/
This site presents information and hand-drawn maps related to places depicted in
popular movies.

• “How Mapmakers Help Indigenous People Defend Their Land,” National

Geographic, accessed August 11, 2019
https://www.nationalgeographic.com/culture/2018/10/indigenous-cultures-
mapping-projects-reclaim-lands-columbus/
This site presents information and maps used to help indigenous people claim and
protect their lands.
 • “Maps Show How Tearing Down City Slums Displaced Thousands,” National
Geographic, accessed August 11, 2019
https://news.nationalgeographic.com/2017/12/urban-renewal-projects-maps-
united-states/
This site describes urban renewal projects that displaced many people in U.S. cities
in the 1950s and 1960s.

• “Mental Mapping and Perceptions,” National Geographic Education, accessed

August 11, 2019
https://www.nationalgeographic.org/activity/mental-mapping-and-perception/
This lesson plan for grades 5-12 helps students explore states and explore their
mental maps about places around the U.S.

• “Venture to Earth’s Most Extreme Places Through These Maps,” National

Geographic, accessed August 11, 2019
https://www.nationalgeographic.com/culture/2018/09/extreme-geography-
coldest-temperature-highest-peak-deepest-ocean-cartography/
This site provides information and maps about some of the Earth’s most extreme
places.

• “World Mapper,” Worldmapper, accessed August 12, 2019

https://worldmapper.org/
This website presents a collection of world maps, called cartograms, where
territories are re-sized on each map according to the subject of interest.

Complete
• Public Assignment – Mental Maps
• Public Assignment – Deconstructing a Map
• Check for Understanding quiz
• Use Key Concept Organizer and Resource Toolbox to collect ideas (offline)
• Begin Mapping in the Classroom – Lesson Plan

Discuss
• Respond to: What purposes can maps serve in my classroom? How can I use maps to
engage students in inquiry?
• Participate in the Portfolio Discussion Forum (optional)

Reflect
 • Learners reflect on their reactions to and takeaways from Session 2 content and
interactions.

Session 3: Using Maps to Visualize Data

Overview: This session emphasizes the use of maps to visualize data. This session will
introduce a variety of maps that display data and encourage learners to look for patterns.
In this session, learners will also begin creating a map based on data that they collect and
analyze following the Geo-Inquiry Process Educator Guide.

Objectives
By the end of this session, learners will:
• Identify and analyze examples of maps used to visualize data
• Create a map that visualizes data for analysis
• Discuss classroom applications of data visualization on maps

Guiding Question
How can maps help you visualize and analyze data?

View Videos
• National Geographic Society. “Mapping Change at the Roof of the World.”
October, 2019. Video, 6:30.
This video follows geographer Alex Tait and glaciologist Tenzing Sherpa as they
map the impact of climate change on glaciers on the 2019 National Geographic
Everest Expedition.

• ESRI Industries. “LA High School Maptivists Research Social Justice.” November 12,
2018. YouTube Video, 6:34.
https://www.youtube.com/watch?v=Dgzuloy5VVU#action=share
This video shows Roosevelt High School students at the Math, Science, &
Technology Magnet Academy in the Boyle Heights community of Los Angeles
working in teams to research, map, and present their findings about a local social
justice issue.

Read
• Environmental Systems Research Institute. “Great Maps Need Great Data.” ESRI,
2019.
https://learn.arcgis.com/en/arcgis-book/chapter4/
 This chapter in the ArcGIS book online provides information about data sources,
collection, and uses to create The Living Atlas of the World.

• National Geographic. “Geo-Inquiry Process: Educator Guide.” National Geographic

Education, 2017.
https://media.nationalgeographic.org/assets/file/Educator_Guide_Geo_Inquiry_Fi
nal_1.pdf
This handbook for educators explains how to use the Geo-Inquiry Process with
students in the classroom.

• National Geographic. “Geo-Inquiry Student Workbook.” National Geographic

Education, 2017.
https://media.nationalgeographic.org/assets/file/Geo_Inquiry_Student_Workbook
_Final_2.pdf
This collection of student worksheets on the Geo-Inquiry Process are from the Geo-
Inquiry Process Educator Guide.

• National Geographic. “Mapping Endangered Species.” National Geographic, 2019.

This classroom case study describes Georgia teacher Anne Prodgers work mapping
endangered species habitats and stressors with her students.

• National Geographic. “Protecting Elk Migration in the Greater Yellowstone

Ecosystem.” National Geographic.
https://media.nationalgeographic.org/assets/file/Case_Study_Arthur_Middleton.p
df
This article describes the work of wildlife ecologist Arthur Middleton, who wanted
to learn about elk migration in and around Yellowstone.

Complete
• Public Assignment – Making a Map: Initial Map
• Check for Understanding quiz
• Use Key Concept Organizer and Resource Toolbox to collect ideas (offline)
• Continue Mapping in the Classroom – Lesson Plan

Discuss
• Respond to: How can maps help you visualize and analyze data? How might your
students collect, analyze, and present data in a map?
• Participate in the Service Learning Action Plan Discussion Forum (optional)
Reflect
• Learners reflect on their reactions to and takeaways from Session 3 content and
interactions.

Session 4: Mapping to Communicate Information

Overview: This session will focus on maps that communicate information and ideas to
others. In this session, learners will explore a variety of maps and look at how cartographic
concepts and cartographic choices can influence what others see in maps. Learners will
complete and submit the Mapping in the Classroom - Lesson Plan for review by peers

Objectives
By the end of this session, learners will:
• Identify decisions and skills required of cartographers
• Analyze thematic and story maps to identify the information presented
• Describe ways to use maps to enhance student learning
• Complete a lesson plan engaging students in your course content, maps, and
spatial thinking

Guiding Question
How can we make maps that are clear, honest, and compelling?

View Videos
• National Geographic Society. “Mapping the Stories of Our Planet.” September,
2019. Video, 5:34.
This video highlights the work of National Geographic cartographer Debbie
Gibbons and her team as they create maps for the 11th edition of the National
Geographic Atlas of the World.

Read
• Buckley, A. “Design Principles for Cartography.” ESRI, October 28, 2011.
https://www.esri.com/arcgis-blog/products/product/mapping/design-principles-
for-cartography/
This article describes design concepts used in maps.

• IDC Technologies. “Cartographic Concepts and Techniques.” http://www.idc-

online.com/technical_references/pdfs/civil_engineering/Cartographic_Concepts_a
nd_Techniques.pdf
This article describes cartographic work, scope, and communications.
 • Humboldt State University. “Basic Cartographic Design Reference.” Humboldt State
Geospatial Online, 2018.
http://gsp.humboldt.edu/olm_2015/Courses/GSP_270_Online/Additional_Resourc
es/BasicCartographicDesign.pdf
This document provides basic information about cartographic design.

• Olwero, N. “Telling a Good Story with Maps.” World Wildlife Fund, 2014.
https://www.worldwildlife.org/magazine/issues/winter-2014/articles/telling-a-
good-story-with-maps
This article explains why people need to use maps more.

• Creating Innovative Story Maps While Inspiring New Storytellers

https://www.esri.com/arcgis-blog/products/arcgis-storymaps/sharing-
collaboration/storyteller-interview-amanda-innovates-and-inspires/
This blog post profiles a mapmaker who specializes in storytelling with maps.

Explore
• “ArcGIS Living Atlas of the World.” ESRI, accessed August 14, 2019.
https://livingatlas.arcgis.com/en/browse/#d=2
This online atlas features a variety of web maps.

• “Design Principles for Cartography” ESRI, accessed August 14, 2019.

https://www.esri.com/arcgis-blog/products/product/mapping/design-principles-
for-cartography/
This blog post outlines design principles cartographers use to help ensure that their
maps convey information as effectively as possible.

• “GeoChallenge.” National Geographic, accessed August 14, 2019.

https://www.nationalgeographic.org/education/student-
experiences/geochallenge/
This website explains the project-based, multilevel competition that empowers
students in grades four through eight to develop creative solutions to today’s
urgent environmental problems.

• “Maps and Mapping.” National Geographic, accessed August 14, 2019.

https://www.nationalgeographic.org/topics/maps-and-
mapping/?q=&page=1&per_page=25
 This website provides a variety of maps from the National Geographic Resource
Library.

• “Map Elements and Design Principles.” Spatial Query Lab, accessed September 18,
2019
http://www.spatialquerylab.com/FOSS4GAcademy/Lectures/GST104/L3/Map%20
Elements%20and%20Design%20Principles%20output/story_html5.html
This website provides an in-depth examination of map design principles.

• “Perry Casteneda Library Map Collection.” The University of Texas at Austin,

accessed August 14, 2019.
http://legacy.lib.utexas.edu/maps/thematic.html
This website provides a collection of thematic maps from around the world.

• “Story Maps.” ESRI, accessed August 14, 2019.

https://learn.arcgis.com/en/arcgis-book/chapter3/
Story Maps, using ArcGIS, merge maps with images and stories to provide greater
context for individual maps and tell stories in greater detail.

• “Story Maps Gallery.” ESRI, accessed August 14, 2019.

http://storymaps-classic.arcgis.com/en/gallery/#s=30]
This gallery is a collection of Story Maps created by ESRI and other ArcGIS users,
including teachers and students.

Complete
• Public Assignment – Maps that Tell Stories
• Check for Understanding Quiz
• Public Assignment – Mapping in the Classroom – Lesson Plan
• Use Key Concept Organizer and Resource Toolbox to collect ideas (offline)

Discuss
• Respond to: What are the most important steps we can take to help students create
maps that are clear, honest, and compelling?
• Participate in the Service Learning Action Plan Discussion Forum (optional)

Reflect
• Learners reflect on their reactions to and takeaways from Session 4 content and
interactions.
Session 5: Reflection

Overview: This session provides learners with the opportunity to review at least two
lesson plans developed by fellow educators and provide feedback about their
instructional plans. Learners complete their portfolios and reflect on what they have
learned in this course.

Objectives
By the end of this session, learners will:
• Review and provide feedback on at least two other lesson plans
• Complete a revised map and collect your learnings into a portfolio
• Reflect on their personal learning goals and expectations for this course and
describe your learning progress
• Describe future plans for teaching with maps and developing spatial thinking with
their students

Guiding Question
How do I use maps to engage students in spatial thinking to better understand their
world?

Complete
• Peer Evaluation – Mapping in the Classroom – Lesson Plan
• Public Assignment – Mapping in the Classroom – Portfolio

Discuss
• Reflecting on course goals and expectations
• Participate in the Service Learning Action Plan Discussion Forum (optional)

Reflect
• Complete course post-survey