SIZE IT UP(Map Literacy) Grades 9-10 Skills and Objectives: * Students will learn how to read and use a cartogram. * Students will synthesize information from more than one map. * Students will draw conclusions about population density. Suggested Groupings-Individuals, partners Getting Started: * Introduce this activity to the class by letting students know that they will compare information gathered from a U.S. population cartogram with information gathered from a standard U.S. map. They will use information gleaned from both maps to draw conclusions about state population density. * Invite students to share their prior knowledge of the census. Then discuss the idea that the U.S. Census Bureau's primary obligation, as directed by the Constitution, is to provide population totals, by state, every ten years. Data from the census are used to apportion seats in the House of Representatives and to redraw voting districts within states. The data are useful for a variety of other purposes, such as mapmaking. For example, the mapmaker who created the cartogram used census population data to calculate each state's size. In fact, both the cartogram and the We Count! wall map represent information that would not be available without the census. Using the Activity Worksheets: * Distribute copies of worksheet pages 4 and 5 to students. Introduce both the We Count! wall map (including the inset map) and the maps on page 5. Have a volunteer read the text on page 4 aloud. Discuss the fact that both the We Count! wall maps and the cartogram show population and population density information. The type of information shown differs, however. The We Count! maps show numerical population data. The cartogram does not. Instead, it shows a state's population in relation to other states. The states on the cartogram are drawn in mathematical proportion to their populations. * Ask students whether the We Count! Population Density inset map or the cartogram would better answer this question: Which state is more densely populated, Georgia or South Dakota? (The We Count! Population Density inset map should be used to answer this question correctly. However, by using both the cartogram and the Population Density map, the answer could also be found.) * Have students answer these questions: How does Florida look on the cartogram? Is it bigger or smaller than on the regular map? Is it bigger or smaller than other states? (Florida is larger relative to the other states on the cartogram than it is on the standard map.) Then, have students answer the questions on worksheet page 4. Wrapping Up: * Review student answers to questions 1-5 and 8 on the handout. * Ask students which states they identified as densely populated or sparsely populated in questions 6-7. Have them explain the reasoning behind their choices. * Discuss situations in which a cartogram mightbe useful, and situations in which a cartogram would be less useful than a standard map. Extension Activity: Have students review updated population data from the U.S. Census Bureau Web site (www.census.gov). Under then box labeled "People" choose "Estimates," and then select "State Population Estimates." Based on this data: Which states might now appear larger on the cartogram? Which might now appear smaller? Answers: Page 4: 1. California. 2. Pennsylvania; because it's larger on the cartogram. 3. New York, Illinois, Kansas, South Dakota. 4. Answers will vary. 5. Answers will vary. 6. Possible answers: Massachusetts, Connecticut, New Jersey. 7. Answers will vary. 8. California, New York, Texas. Chalkboard Definitions cartogram: a diagram in map form. relative: compared with others. proportional: sized in relation to something else. apportion: to make a proportionate division or distribution. Lesson 1 Activity Worksheet SIZE IT UP * Standard maps of the United States make it easy to compare the relative land area of each state. Using these maps, it's clear that Montana is much larger than Connecticut. These maps don't tell you anything about population, however. To find that information, you need to look at a special purpose map that uses census data. The We Count! wall map is one example. It uses color and numbers to show population data from the 1990 Census while maintaining geographical accuracy. The cartogram at the top of the next page is another kind of special purpose map. In a cartogram, the size of each state is not related to the size of the land area. The mapmaker isn't concerned with the accuracy of boundaries or land areas, but does preserve the shapes and positions of geographic locations. This cartogram was specially drawn so that the size of each state is proportional to the number of people who live there. At a glance, you can easily see the relative size of each state's population. Montana, due to its small population, is shown much smaller than it appears on a standard map. The small state of Connecticut looks much larger. Texas, which has both a large land area and a large population, is shown more or less the same size as it would be on a standard map. Using the cartogram and the standard map, you can draw conclusions about state population density. * Use the two maps on page 5 (the U.S. Population Cartogram and the Standard U.S. Map) to answer the following questions: 1. Which state has the largest population? 2. Which state has a larger population, West Virginia or Pennsylvania? How can you tell? 3. Rank these states according to the size of their populations, from highest to lowest: South Dakota, Illinois, New York, Kansas. 4. List a state that is much larger on the cartogram than on the regular map. 5. Find your own state on the cartogram. Does it appear smaller or larger relative to its size on the standard map? 6. Find a densely populated state by comparing the cartogram to the standard U.S. map. 7. Name a sparsely populated state other than Montana. 8. Based on the cartogram, which three states would you conclude have the most U.S. representatives? (U.S. Population Cartogram pictured) (Standard U.S. Map pictured) Source: U.S. Census Bureau MAKE YOUR OWN MAP(Map Literacy) Grades 11-12 Skills and Objectives: * Students will read and use a thematic map. * Students will make their own thematic map using census data. * Students will compare data in two statistical categories. Suggested Groupings-Small groups Getting Started: * Tell students that their group will be working with the table of census data on page 7 to make their own thematic map. They can use the We Count! wall map as a guide, or for inspiration. * Direct students' attention to the We Count! wall map. Discuss the map's legend, or key, which explains what the symbols and colors on the map represent. Use examples from an atlas to illustrate other techniques cartographers use to show data on a map, such as patterns and pictographs. Using the Activity Worksheets: * Distribute copies of pages 7 and 8 to groups. Direct students' attention to the table on page 7. Ask a volunteer to read the text and explain what types of data this table shows. * Go over the map-making instructions with students. Make sure they understand that they will be representing both sets of information from the table on one map. Have a volunteer explain the two ways in which data is presented on the We Count! wall map. (With color and numbers.) Ask: Does either table present its data in ranges? (No.) What must be done with one of these sets of data to be able to color-code it? (It must be divided into ranges.) Can both sets of data be color-coded on the same map? (No.) * Point out that the We Count! wall map is only one way in which two types of data can be presented on the same map. Invite students to suggest other ways to present two types of data. These might include using both colors and patterns, or patterns and symbols, that represent ranges. * Encourage groups to make a draft of their maps before completing their final version. Suggest they assess their drafts to decide if they have chosen the clearest way to present both sets of data. You may want to give each group several copies of the map on page 8 to work with. Wrapping Up: * Have groups share their final maps with their classmates. Discuss the techniques each group used to represent the data in the table. * Invite volunteers to discuss whether seeing two kinds of data on one map was useful. How do the two sets of data compare? Do states with the highest percentages of college graduates tend to have higher per capita incomes than others? What generalizations can you make? * Point out that correlating two forms of data does not prove that they are related, nor does it explain what causal relationship (if any) there might be. Other factors might be at work. However, if two sets of data do seem related, it is fair to ask the question "Why?" Do you think people with college educations are more likely to get higher-paying jobs? Could it be more difficult for some people to afford a college education? Explain. Extension Activities: * As an extension, students might enjoy selecting two other categories of information available from the U.S. Census Bureau and making their own maps to display the data. They can look for data at the U.S. Census Bureau Web site (www.census.gov). Chalkboard Definitions thematic map: a map that displays information about a specific subject. per capita: by or for each person in a population. per capita income: the total number of dollars earned by state residents divided by the total state population. pictograph: a diagram representing statistical data using symbols. Lesson 2 Activity Worksheet MAKE YOUR OWN MAP * The We Count! wall map in your classroom is a thematic map. This map is designed to show state populations based on 1990 Census data. In addition to the state population totals, the states are color-coded according to population ranges. This color-coding makes relationships between state populations easier to see. For example, what does the color-coding tell you about the Northeast? The South? The Midwest? The West? Below, you will find some census information about each state. The percent of college graduates includes those 25 and older who have a bachelor's degree. Per capita income is the total amount of income earned by everyone in the state, divided by the state population. * Your job is to make a map that shows both sets of data from this table. Follow the steps below. 1. Decide how you want to represent the data sets. Remember, you are putting the data on a map to create a visual message. If you 'ust write the corresponding numbers from the table in each state, are you making good use of the map? Will the reader be able to see the patterns in the map? 2. How can you use colors, patterns, or symbols to represent the data sets? You will need to divide the data into ranges. To do this, arrange each set from least to greatest, and divide it according to the number of ranges you would like to use. Make sure each range or category contains data. Then, color the map. 3. Once you have represented the data on your map, fill in the map key. Include the ranges for the colors, patterns and/or symbols you have used. Alabama, college graduates-16%, per capita income-$11,486. Alaska, college graduates-23%, per capita income-$17,610. Arizona, college graduates-20%, per capita income-$13,461. Arkansas, college graduates-13%, per capita income-$10,520 California, college graduates-23%, per capita income-$16,409 Colorado, college graduates-27%, per capita income-$14,821 Connecticut, college graduates-27%, per capita income-$20,189 Delaware, college graduates-21%, per capita income-$15,854 D.C., college graduates-33%, per capita income-$18,881 Florida, college graduates-18%, per capita income-$14,698 Georgia, college graduates-19%, per capita income-$13,631 Hawaii, college graduates-23%, per capita income-$15,770 Idaho, college graduates-18%, per capita income-$11,457 Illinois, college graduates-21%, per capita income-$15,201 Indiana, college graduates-16%, per capita income-$13,149 Iowa, college graduates-17%, per capita income-$12,422 Kansas, college graduates-21%, per capita income-$13,330 Kentucky, college graduates-14%, per capita income-$11,153 Louisiana, college graduates-16%, per capita income-$10,635 Maine, college graduates-19%, per capita income-$12,957 Maryland, college graduates-27%, per capita income-$17,730 Massachusetts, college graduates-27%, per capita income-$17,224 Michigan, college graduates-17%, per capita income-$14,154 Minnesota, college graduates-22%, per capita income-$14,389 Mississippi, college graduates-15%, per capita income-$9,648 Missouri, college graduates-18%, per capita income-$12,989 Montana, college graduates-20%, per capita income-$11,213 Nebraska, college graduates-19%, per capita income-$12,452 Nevada, college graduates-15%, per capita income-$15,214 New Hampshire, college graduates-24%, per capita income-$15,959 New Jersey, college graduates-25%, per capita income-$18,714 New Mexico, college graduates-20%, per capita income-$11,246 New York, college graduates-23%, per capita income-$16,501 North Carolina, college graduates-17%, per capita income-$12,885 North Dakota, college graduates-18%, per capita income-$11,051 Ohio, college graduates-17%, per capita income-$13,461 Oklahoma, college graduates-18%, per capita income-$11,893 Oregon, college graduates-21%, per capita income-$13,418 Pennsylvania, college graduates-18%, per capita income-$14,068 Rhode Island, college graduates-21%, per capita income-$14,981 South Carolina, college graduates-17%, per capita income-$11,897 South Dakota, college graduates-17%, per capita income-$10,661 Tennessee, college graduates-16%, per capita income-$12,255 Texas, college graduates-20%, per capita income-$12,904 Utah, college graduates-22%, per capita income-$11,029 Vermont, college graduates-24%, per capita income-$13,527 Virginia, college graduates-25%, per capita income-$15,713 Washington, college graduates-23%, per capita income-$14,923 West Virginia, college graduates-12%, per capita income-$10,520 Wisconsin, college graduates-18%, per capita income-$13,276 Wyoming, college graduates-19%, per capita income-$12,311 Source: U.S. Census Bureau