TECHNOLOGY

(SECONDARY)

SELECTIVE UNIT 13 (S13)

(Digital Cartography and GIS Mapping)
(JULY 2010)

Unit Statement: The student will select a research topic, compile data, and generate a
map that appropriately represents the data. The student will identify the elements
necessary for a thematic map to achieve its purpose, and incorporate those elements into
their own maps. The student will output a persuasive map that tells a compelling story, and
critique published and peer maps. The student will review the role of cartography
historically, current GIS and GPS technology, and the limitations of current technology.
Essential Outcomes:
1. The Student Will distinguish the purpose and utility of reference versus thematic maps,
and identify the elements necessary for a thematic map to achieve its purpose.
2. TSW research, analyze, and compile data on a topical issue that has both spatial and
statistical components. The data should be measurable and have a location.
Examples include the distribution of crime, disease, pollution, education, or the
meaningful relationship between two or more data sets. There may be a
correlation between pollution, education, and wealth, for example.
3. TSW draft a map plan that tells a persuasive story based on the data selected.
4. TSW acquire appropriate base map data to use with the data researched. The base
map should augment, not detract from the data portrayed.
5. TSW use point, line, and/or polygons to appropriately represent the data.
6. TSW develop, use, and label a map symbology that appropriately displays the data.
7. TSW create and display the map elements necessary to facilitate understanding of
the map and its purpose. Important elements could include a title, descriptive
paragraph, legend, scale, north arrow, reference map, charts, photographs or
other insets.
8. TSW create an electronic or printed map containing the elements in the TSW's above.
9. TSW critique published maps and the maps of classmates based on the principles
of sound map design.
Introduced and Practiced:
1. The Student Will recognize the importance of cartography in world history and
exploration.
2. TSW recognize and explain the need for coordinate systems.
3. TSW identify a Geographic Information System and a Global Positioning System.
4. TSW recognize the benefits of GIS over traditional cartography.
5. TSW identify some of the limitations of GIS and GPS.
QSI TECHNOLOGY SEC S13
Copyright 1988-2010

66

Suggested Materials/Software

The unit is versatile enough to be taught using free or low cost vector or raster drawing
programs, or using Adobe Illustrator and/or Photoshop. Either way, base maps can be
captured or downloaded from google earth or google maps, or with more effort from the
National Map Seamless Server, which despite its name provides world-wide coverage. But
for a much more rewarding unit, use a GIS. Try google earth's map making, mashup, and
3D modeling capabilities. If you have more time and expertise, use ESRI products, which
are the industry and educational standard for GIS. With a fast Internet connection, use
ESRIs free ArcExplorer interface, but a better solution is likely the 60 day free trial of
ArcGIS. Alternately, try GRASS, which is a free, full featured GIS system. Online
resources for all the TSW's are readily available, or start with an overview of thematic
mapping. A great data source for advanced students is available from the USGS.

Assessment Rubric found on following page

QSI TECHNOLOGY SEC S13

Copyright 1988-2010

67

Assessment Rubric S13 GIS Mapping:

The use of the following checklist is suggested, but not mandatory. Rather it is a tool to assess
students on essential outcomes.
TSW
A Level Mastery
B Level Mastery
P Progress
1. Distinguish the purpose
and utility of reference
versus thematic maps, and
identify the elements
necessary for a thematic
map to achieve its purpose.

Student can
distinguish the
differences and can
identify elements
necessary for a
thematic map to
achieve its purpose.
Student has developed
1 data set that is
measurable and
distributed across
space.

Student cannot explain

the difference in
purposes or cannot
identify what makes a
thematic map
successful.

2. Research, analyze, and

compile data on a topical
issue that has both spatial
and statistical components.

Student has developed 2

or more data sets that
show statistical or spatial
correlation.

Student has not

developed a data set or
the data lacks both a
spatial and statistical
component.

3. Draft a map plan that

tells a persuasive story based
on the data selected.

The data is compelling

and tells an interesting
story best displayed on a
map.

Classmates can
determine the purpose
of the map or the story
it tells.

The purpose or story

told in the map is
unclear.

4. Acquire appropriate base

map data to use with the
data researched.

The base map enhances

understanding by adding
relevant information.

The base map has an

appropriate scale and
does not interfere with
ability to read the
map.

The base map has an

inappropriate scale or
interferes with ability to
read the map.

Appropriate feature
types are used.

The appropriate feature

types are not used.

5. Use point, line, and/or

polygons to appropriately
represent the data.
6. Develop, use, and label a
map symbology that
appropriately displays the
data.

Symbology is intuitive
and aids understanding.
A legend may be needed,
but the patterns are clear.

The symbology can be

understood with
support from the
legend.

7. Create and display the

map elements necessary to
facilitate understanding of
the map and its purpose.

At least 7 different map

elements are present
including three types of
insets.

8. Create an electronic or
printed map containing the
elements in the TSW's
above.

The method of display

enhances the
understandability of the
map.

Title, descriptive
paragraph, legend,
scale, and inset
reference map are
present.
The output supports
the required TSWs
but a better final
media would help.

The symbology is
difficult to understand,
or the legend does not
adequately explain the
symbology.
The elements necessary
to tell the story are
missing or do not
support the maps
purpose.
Final map is not
completed or does not
support the required
TSWs.

9. Critique published maps

and the maps of classmates
based on the principles of
sound map design.

The student has critiqued

published thematic maps
and recommended useful
improvements.

The student has

critiqued classmates
maps and made
helpful suggestions.

The student has not

critiqued other maps or
cannot determine what
makes a map successful.

QSI TECHNOLOGY SEC S13

Copyright 1988-2010

68