Executive Solution Overview
The map project is designed to give you insight into the thinking processes and procedures necessary to put together the many different types of maps that are used in the textbook and presented to you in class. This is not a course in cartography, however. Thus we will not discuss many important con…
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The map project is designed to give you insight into the thinking processes
and procedures necessary to put together the many different types of maps
that are used in the textbook and presented to you in class. This is not a
course in cartography, however. Thus we will not discuss many important
concepts and rules of map construction. Think of this as a beginning step
that may carry you toward a richer and deeper understanding of what
distribution maps are capable and not capable of explaining and showing.
In the future, other college or job related projects may benefit and be
enhanced by the presence of a display of data on a map. Thus, after
completing your project you should rightly feel more competent at tackling
such a presentation for your college professor or your boss.
OBJECTIVES
The map project that you are about to begin has several intended objectives.
1. One purpose of geography is to understand the character of places. The
where and the why. This project is but one way to achieve that purpose.
2. Analysis of spatial distributions is highly important in geographic study.
This distribution map project is one of the means to develop your
analytical tool use ability and spatial perspective.
3. Today American education is emphasizing a number of different goals.
This map project should improve your:
a) critical thinking ability
b) creative development processes
c) scientific comprehension
d) statistical procedure ability and understanding
e) your place-name recognition abilities
Statistical Data
This is your map and if you can utilize this project for another course also,
then do so and more power to you. Therefore, pick a subject or topic that
may be helpful or at the very least interesting to you (if you select the first
statistical data you come across for your project you will probably not enjoy
the project and it will become a chore to work on as opposed to if you
selected a topic you find enjoyable or interesting. In other words if you work
on a topic you like the time will fly by faster). Once you have your topic
you will then need to find the pertinent statistical data, tabulated by county,
or state. Your mission is to first create a distribution map utilizing the
discovered data. Second, develop a complete project information support
package (Remember this is college and the entire finished project package must
be constructed to look as professional as possible.
Where to Start —
1. At Home? Ask your family or friends, they are a real source of information
and always have an answer for everything. Not necessarily the right answer
but always an answer.
2. Magazines? They are a much better source and they often publish lists of
data by states, regions, or nations. Examples: Time, Money, Forbes,
Fortune, U.S. News, etc.
3. Brochures? Hard to find but can be quite worthwhile. Examples:
Associations and Corporations, Real Estate, Insurance and Health
Companies; National Conference of State Legislatures, and U.S. Travel
Data Center.
4. Newspapers? Often a good source of a variety of data over time. Beware
of inaccuracies! Examples: USA Today, New York Times, Washington
Post, Chicago Tribune, Wall Street Journal, etc.
5. Reference Books at the Library. There is a wide range of statistical resources
available in the Library that may be of use to you.
6. Internet? There is a wide range of material available on the Internet. Use
caution when selecting this material though! Anyone can post anything on the
Internet. This does not mean that it is valid information. Check your source
out (No Wikipedia!).
PROJECT COMPONENTS
The entire project package must be comprised minimally of the following
separate items.
1. Title Page – page one
Include the following information:
a. Title of the finished map prominently displayed.
b. Student's name – bottom center.
c. Course title, number, and section below student's name.
d. Date below course title, number, and section.
2. County or State Statistical Data pages(s) – numbered.
List the counties or states alphabetically in a column with the statistical
data opposite them also in a straight column(s).
3. Category Data page(s) – numbered.
This page(s) contains all of the same information contained on the "County
or State Statistical Data" sheet. What is new, however, is that you have
arranged and divided the statistics into logical, well thought out categories.
Each of these categories must contain significant and meaningful groups of
data based on numbers of similar size. For example, the usual number of
categories found in the textbook maps are three to six. Why? When these
categories are placed on a map, recognizable and useful patterns should
emerge. If not, it shall be necessary to rearrange the data into modified
or new categories until you think the best pattern comes into focus.
When in doubt, seek your instructor's advise and comments.
4. Category Rationale page(s) – numbered.
Write out your rationale/reasons for establishing the various categories you
have formulated and used on the map. The creation and development of these
categories is clearly the most important and hardest part of the project. Thus,
it shall be necessary for you to carefully organize and think this all out in your
mind in order to reach the best possible conclusion. Try bouncing your ideas
off fellow students and/or your instructor whenever you need a fresh approach
or idea.
The Map page(s) – numbered.
a. Title the map clearly and neatly in the top margin. Be sure to include all
pertinent ideas, names and/or dates so the reader knows exactly what they
they are viewing.
b. Create a Legend Box to explain the categories and colors used on the
map. Place it in the margins; along the bottom or side. Can people
understand it? Ask a friend what they think it is trying to convey.
c. Place a North Arrow along the margins to indicate direction.
d. Place the Source along the bottom margin of your map. By source what
is meant is who constructed the map and when.
e. Use colored pencils or felt-tip, wide line ink pens (please, no crayons)
to fill-in each county or state on the map according to your category
divisions or you may construct your map on the computer.
NOTE: Colors are important to the viewer's understanding and attraction to
the map, so choose carefully.
There are two generally accepted beginning approaches in the use of color:
1) INTENSITY Approach –
The top category should be given the most powerful color/highest
intensity in order to make it catch the viewer's eye quickly. The other
categories should be given progressively weaker colors to the bottom
category.
RAINBOW Approach –
Colors are arranged according to the visible light spectrum, Red to Violet.
You are not limited to these two approaches. Just make sure that your
finished map is easy to read and understand. Lastly, is it pleasing to the
eye of the viewer?
Description – Interpretation page(s) – numbered.
A. What Does the Map Show?
Briefly describe what the viewer sees when first looking at the map with
regard to patterns.
B. What Does the Map Tell Us?
Attempt to analyze the patterns and dispersion features. For example,
can you explain why certain states group together both statistically and
spatially? What factors do they share which may account for their similar
statistics or locations? How does the map help you and the reader
understand the statistical data? What are the cultural, social, political,
economic, or environmental implications? What else can be learned from
this map? What new questions arise? For this portion of the project it will
require some extra research into your topic to help explain the patterns
found on your map.
7. Works Cited page(s) – numbered.
Make sure to include the source of your data and any other materials
which you might have used in the construction or interpretation of your
map. In addition, be sure to use the proper form when citing sources. The
instructor may wish to take a look at the original publications.