Mapping Course Syllabus
Mapping Course Syllabus
Syllabus
Course Description
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.
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 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.
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:
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.
• 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.
• 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.
• 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.
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.
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.
• 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.
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.
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.
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.
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.
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.
• 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.
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.
• “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.
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