Activity 2: Thematic Maps i 21

Name: 1 Instructor:

True Maps, False Impressions: Making,

Manipulating, and Interpreting Maps

ACTIVITY 2: THEMATIC MAPS

This activit involves looking at the distribution of African-Americans in the United
States (or Aboriginals in Canada) using different t pes of thematic ma s. You will
use some of the functions of a geographic information syste (CIS) to look at the
various maps and choose the most useful ones. A CIS is a software package that
makes maps and allows the user to analyze spatial data. A CIS is a powerful tool
used by utility companies, city planners, engineers, cartographers, environmental
scientists, and many others. You will be using the mapping capabilities of a CIS to
interactively change the maps on your computer screen.
A. To stall your activity, click on the Student Companion Site at
mvw. iley.com/college/kuby. (For students using Wileyplus, log on to
your class Web site, select the Assignment tab, locate and click on this
assignment, and follow all instructions.)
!
B. Select this chapter from the drop-down list, and then click on
Computerized Chapter Activities.
C. Click on Activity 2: Thematic maps (USA) or (Canada), according to your
instructors directions.
D. Students who chose Canada should first read the short background
article on the geography of the Aboriginal population in the indow that
appears. Following the background article, Canadian students will find
tire computer instructions and questions to answer and hand in for the
Canadian case study. You can print these if you like. Proceed with
the digital instructions for the Canadi n version.
E. You will see the first of four types of thematic maps you will use to evalu
ate the distribution of African-Americans in the United States. In the
right margin are the names for all of the maps. The map displayed is
County Choropleth, which classifies each county into one of four classes
and assigns a pattern as shown in the map legend. Notice that this map
shows the percentage of African-Americans per county, not the actual
number. Choropleth maps are usually used to show intensity, such as
percentages, rather than magnitude, such as total numbers. You will later
see maps that show magnitude, such as the total number of African-
Americans.
If you wish, you can zoom in on portions of the map to get a better view
of a smaller area (you would then be looking at a larger-scale map). Simply
move the slider at the upper right toward the plus sign. To zoom back
out, slide it toward the minus sign. The percentage enlargement is shown in
the accompanying box. Next to the percentage is a menu for choosing low,
medium, or high resolution. You can move the map around on the screen

2013 John Wiley & Sons, Inc.

 22 Chapter 1. True Maps, False Impressions: Making, Manipulating, and Interpreting Maps

if you dick and hold the mouse button on the red square in the small map
in the upper right and move the square around. You also have a la er of
boundaries of States and another of City N mes that you can click on or
off for reference.

2.1. According to' tire County Choropleth, where would you say most African-
Americans live in the United States?

Based on tire map, approximately what percentage of African-Americans would

you guess live in the dominant region? There is no need to write an answer; just
tlrink about it. Would you say the over-whelming majorit ? Maybe t o-thirds? Less
than one-half? - -
In fact, only about one-half of all African-Americahs live in tire South. About
the same number live outside the Soutir in large urban areas of tire Northeast,
Midwest, and West.

F. Click on tire County Circle icon in tire right margin. Now do you beheve
tire previous statement? This map is called & graduated circle map. A
graduated circle is a type of roportional symbol whose size varies with
ti e value for each county. This graduated circle map shows magnitude
with each circle a different size, depending on ti e total number of
Africa r-America rs per county.

2.2. Based on this map, name four cities ith the largest number of African-
American residents. (Don t forget, you can zoom in and also turn on City Names.)

2.3. Now you see that tire way in which data are presented on maps can greatly
alter your perception of the distribution of tire information being mapped. By using
a different type of thematic map and by presenting the data in absolute ratirer
than percentage terms, the latter maps message changes even though both maps
are based on exactly the same data. What are tire false impressions created by tire
County Choropleth and County Circle maps?

2013 John Wile & Sons, Inc.

 Activity 2: Thematic Maps 23

2.4. Zoom in on tlie New York City area. Wliat graphic or visual problems do ou
see with tire way the graduated circle map represents the African-American popula
tion of the counties adjacent to New York City?

G. Click on the icon entitled County Dot. Dot maps are another way to
present tire distribution of African-Americans, According to the legend,
each dot represents 15,000 people. Any county with fewer dran 15,000
African-Americans has no dots, those with 15,000 to 29,999 get one dot,
those ith 30,000 to 44,999 get two dots, and so on.

2.5. What is a drawback of using this land of map to compare tire number of
African-Americans in different counties?

H, Change tire tlrreshold. that sets tire number of people per dot to 50,000
and then to 5,000 b clicking on tire buttons with these resolutions.
Toggle between the three dot resolutions to see the different impressions
they portray.

2.6. Which map emphasizes urban areas while deemphasizing tire rural South?
Why? "

I. The level of aggregation (i.e., tire size of tire spatial unit of analysis) is
also important to tire pattern depicted on the map. Click on tire County
Choropleth map again to get a fresh image of it in your mind, and then
click on State Choropleth. This shows tlre same data but by state rather
than b county. Note that as you move your mouse over each state, you
see tire state name and the percentage of African-Americans included in'
tire state s total population.

2.7. What different impression of spatial patte do you get from tire state map as
compared to tire count map?

2013 John Wiley & Sons, Inc.

 24 i> Chapter 1. True Maps, False Impressions: Making, Manipulating, and Interpreting Maps

J. Experiment with the different Color Scheme options seen at the bottom
of die window. Think about how die colors relate to die percentage of
African-American .

2.8. Which color scheme, if any, does a poor job of portra ing die percentage of
African-Americans? Why?

K. Restore die original color sche e. Ne t you will interactively define your
o n class limits using die graphic array to die left of the map. This graph
shows die distribution of data on die x-axis, hi tiiis case die percentage
of African-Americans for each state, from low to high. The y-sods, which
ranges from 0 to 50 states, shows die st tes ranked from highest to lowest
pe centage of African-Americans. As you move your mouse over die dots
in die graph, die state name and percentage of African-Americans appear.
Starting at die upper left, you can see tiiat die lowest 13 states are between
0 and 2.8 percent, tire next 13 states are between 2.8 and 7.4 percent, and
so on. Cartographers use graphic arrays to help in setting class brealc points
tiiat divide die data into natural classes or groupings. Look for verti-
. cal groupings tiiat indicate a group of states with similar percentages of
African-Americans, and set your class limits in die empt horizontal gaps.

The vertical red bars show your class limits in tiiis distribution. You can select a
bar- by clicking on die top triangle with yom* mouse. Holding the mouse button down
on the tria gle, move it left or right to set new class limits. The shading patterns
between tire bars match those of die map. The -a is is labeled in percentages, and
when you move the bars, die brea points hi die boxes below change to reflect die
new position. These boxes are also directly editable: Click on a breakpoint bo , type
in a value, and hit return. You will use tiiis interactive graphic array and/or the edit
able boxes to make your final map. Before then, experiment with some other options.
L. As you just discovered, changing break points between classes can alter
the impression die map gives. Buttons at the lower left use standard car
tographic rules for establishing break points, known as Equal Frequency
and Equal Interval-.

Equal Frequenc Divides the data distribution into classes with

equal numbers of states (tiiis is the default you first
looked at). Click tiiis button and look at the histo
gram (bar g aph) below the map to see the number
of states in each class.
Equal Interval Divides the data distribution into classes (intervals)
of equal size between the smallest and largest num
bers. Click tiiis button and look at the break points
on die graphic array (the red vertical lines) to see
tiiat f iey are equally spaced. The boxes below
die graphic array also fist the break-point values,
and they, too, will be evenly spaced between the
minimum and ma imum values.

2013 John Wile & Sons, Inc.

 Activity 2: Thematic Maps i 25

The default map uses the equal frequency settings. Click back and forth between
the Equal Frequency and Equal Interval buttons to see their effects on the maps.
M. Another wa to customize a choropleth map is to change the number of
classes. The initial ma has only four classes. You can change the num
ber of classes to five or six using tire small window at the lower left. Set
tire map to 5 classes and click Equal Inter al and then Equal Frequency.
Finally, set 6 classes and click E wflZ Interval and Equal Frequency. From
these six distinct maps (Equal Frequency with four, five, or six cl sses,
andThe same for Equal Interval), choose the map you consider to be the
most misleading (i.e., it creates the most inaccurate impression of where
African-Ame icans live). You may consult ti e actual data values for each
state in Table 1.2 to compare actual values to perceived values from the
map. You also may refer to ti e graphic array to look for natural groupings
that you can separate with break points.

N. Using ti e window above the map, change the map title to the Most
Misleading Map. Click on the Print button in the lower-right corner.
Hand in the map with this assignment.

TABLE 1.2 Number and Percentage of African-Americans by State, 2010 (ranked by %)

Percent Percent
Total African- African- Total African- African-
State population American American State population American American
District of Columbia 584,400 309,048 52.9 Massachusetts 6,477,096 422,303 6.5
Mississippi 2,941,991 1,088,270 37.0 Wisconsin 5,637,947 348,662 6.2
Louisiana 4,429,940 1,405,685 31.7 California 36,637,290 2,246,311 6.1
Georgia 9,468,815 2,873,069 30.3 Rhode Island 1,056,389 62,082 5.9
M ryland 5,696,423 1,665,235 29.2 Kansas 2,809,329 161,768 5.8
South Carolina 4,511,4 8- 1,269,484 28.1 Minnesota 5,241,914 257,165 4.9
Alabama 4,712,651 1,23 ,325 26.1 Nebraska 1,799,125 77,986 4.3
North Carolina 9,271,178 1,980,942 21.4 Colorado 4,887,061 190,598 3.9
Delaware 881,278 185,253 21.0 Arizona 6,246,816 240,655 3.9 1
Virginia 7,841,754 1,532,150 19.5 Washington 6,561,297 229,885 3.5
Tennessee 6, 34,968 1,037,376 16.6 Alaska 691,189 22,655 3.3
Flori a 18,511,620 2,900,412 15.7 West Virginia 1,840,802 58,968 3.2
New York 19,229,752 2,990,591 15.6 Iowa 3,016,267 82,682 2.7
rkansas 2,872,684 445,197 15.5 New Mexico 2,013,122 39,935 2.0
Illinois 12,745,359 1,860,305 ' 14.6 Oregon 3,761,925 66,427 1.8
Michigan 9,952,687 1,401,616 14.1 Hawaii 1,333,591 21,170 1.6
New Jersey, 8,721,577 1,176,241 13.5 South Dakota 799,462 8,874 1.1
Ohio 11,512,431 1,391,240 12.1 New Hampshire 1,313,939 14,186 1.1
Texas 24,311,891 2,864,666 11.8 North Dakota 659,858 7,034 1.1
Missouri 5,9 2,314 679,062 11.5 Maine 1,327,665 , 13,903 1.0
Pennsylvania 12,612,705 1,347,052 10.7 Utah 2,657,236 27,030 1.0
Connecticut 3,545,837 342,764 ' 9.7 Vermont 624, 58 5,494 0.9
Indiana 6,417,398 572,352 8.9 Wyoming 545,579 4,135 0.8
Nevada 2,633,331 207,567 7.9 Idaho 1,5 6,797 8,674 0.6
Kentucky 4,285,828 330,764 7.7 Montana 973,739 4,325 0.4
Oklahoma 3,675,339 267,179 7.3
Washington, DC, has been omitted from the maps in tire animated activity.
Source: U.S. Census Bureau.

2013 John Wiley & Sons, 7

 26 i Chapter 1. True Maps, False Impressions: Making, Manipulating, and Interpreting Maps

2.9. How many classes did your most misleading map have? (four, five, or six)
Which rule for establishing class break points did you choose? (Equal
Frequency or Equal Interval) In what way is the map you chose
misleading? Be specific.

O. It is clear that many African-Americans live in the South. So far, how

ever, many of your maps have probably lumped all southern states into
one high-percentage category. Suppose you want a map to differenti
ate among the southern states. Look at tire data for each state in Table
1.2 and choose class categories that show differences in the percentage
of African-Americans within the South. Set the map to 4 classes. Using
either the graphic array or the editable boxes, set the break points to
highlight the differences within the South. Study your map and repeat
tire process if necessar . When finished, label tire map Differentiation
Among Southern States. Click on the Print button in tire lower-right
corner. Hand in this map with your exercise,

2.10. Wh t happens to tire West when you choose classes that differentiate among
southern states? Would this map be useful for shoving differences in tire percent
age of African-Americans in California and Oregon?

P. Finall using tire interactive graphics array and thinking about the vari
ous options you have already seen, set the number of classes and the
break points to produce the best map. Print and hand in this map,
clearly labeled Best Map.

2.11. Describe tire classification scheme you chose and explain why you drought
it was best.

2013 John Wiley & Sons, Inc.

 Activity 2: Thematic Maps 1 27

Q. Click on State Isoline. Isolines connect points of equal value in this

case, equal percentages of African-Americans. Therefore, as you cross
an isoline, you are going into an area with either higher or lower percent
ages of African-Americans. By interpreting the spacing and configuration,
you can read a third dimension portrayed on the map: an African-
American surface with peaks of high percentage and valleys of low
percentage (Figure 1.14).

The following six rules help you read an isoline map:

1. Evenly spaced isblines represent comparatively steady or constant slopes.
2. Closely s aced isolines represent steep slopes.
3. Widely spaced isolines represent slight slopes.
4. Isolines that form the peaks of your variable become closed circles.
5. Isolines either start and end at the edges of the map or form closed circles.
There are no other possibilities.
6. Isolines never split, intersect, or cross each other.

1. Imaginary pins are erected proportional

to he aata values the represent

2. Connecting pin tops

form the volume's surface

4. T e traces of the
intersections of the
planes and the surface
form the isolines

5. A planimetric plot of
the traces forms the
isoiine map

Source: Adapted from Dent, B. Cartography: Thematic Map Design, 3rd Ed. 1993
reproduced with permission of the McGra -Hill Companies.
Abler, R., J. S. Adams, and P. Goui . 1971. Spatial Organization: The
Geo rapher s View of t e World. Prentice Haft.
Robinson, A. et ai. Elements of Cartography, 5th Ed. 1984, reprinted by
permission of John Wiley & Sons, Inc.

Figure 1.14 Rules and visual aids for isoline maps.

2013 John Wiley & Sons, Inc.

 28 i> Chapter 1. True Maps, False Impressions: Making, Manipulating, and Interpreting Maps

The legend says the isoline interval is 3 percent. Therefore, the map has i oline
at 3 percent, 6 percent, 9 percent, and on up to 36 percent. Tty to picture the surface
that tire map represents. As ou move from very low percentages in South Dakota
toward the peak in Mississippi, each time you cross an isohne, you are going up
by 3 percent. The surface peaks at higher than 36 percent in the ring centered over
Mississippi and then starts back down as you head toward Florida, which is below
18 percent. Elsewhere in the map, you can really see the gradient dechne sharply
from New York to New England as the percentage of African-Americans drops
rapidly. You can also see the West Virginia gap.1
2.12. a. Is tire change more rapid between South Carohna and Kentucky or
between South Carohna and Alabama?

b. Is the change more rapid between New Mexico and Louisiana or between
New Mexico and California?

c. Look at the range within which most of Oklahoma falls. Based on this, what
impression does the map give for the average percentage of African-Americans in
Oklahoma?

1The isoline maps are based on state data in Table 1.2. The surface is defined by 50 data points (excluding
Washington, D.C.), not b thousands of county data points. Therefore, the map cannot be used for studying
variations ithin states.

2013 John Wiley & Sons, Inc.

 Activity 2: Thematic Maps <1 29

2.13. Describe one difference between the State Isoline map and the State
Choro leth map.

2.14. Think about TV shows and movies you have seen that prominentl feature
African-Americans. Based on the maps you have seen of the distribution of African-
Americans, does Hollywood accurately represent where African-Americans live?
What stereotypes are embodied in these media images?

2013 John Wiley &: Sons, Inc.

30 !>- Chapter 1. True Maps, False Impressions: Making, Manipulating, and Interpreting Maps

The 2010 Census asked Americans to list th eir race and Hispanic origin separatel
because race and ethnicity are two entirel different concepts. Of those w o identi
fied ith a single race, 223.55 million (72.4 percent) consi ered themselves White,
38.93 million (12.6 percent) considered dremselves Black or African-American, 2.93
milhon (0.9 percent) were American Indian of Alaskan Native, 14.67 milhon (4.8
percent) were Asian, and another 19.11 million (6.2 percent) belonged to other races.
Reflecting increasing intermarriage and growing racial diversity, some 9.0 million (2.9
< percent) regarded themselves as belonging to more than one racial group.
Separate from racial status is Hispanic or Latino origin. As of the 2010 Census,
50.48 milhon (16.3 percent) of tire U.S. population identified as Hispanic. The
majority of Hispanics considered themselves to be White (26.74 million), although
some 1.24 milhon were both Black and Hispanic, many of them immigrants from
Cuba and other parts of tire Caribbean. .
v R. In the right margin, click on Other Ethnic Groups.

S. In the right margin, chck on the Choropleth and Circle maps for these
other groups (all maps based on county-level data).

2.15. Many atlases show ethnic population distribution via county choropleth maps
rather than circle maps. In the following table, briefly summarize, in a few words,
tire overall impression you get from each map for each ethnic group. If the circle
map gives tire same impression, write, same.

T. When you have finished, close all browser windows.

Note: With tire experience you now liave in mapmaldng and map reading, you
might ant to drink about taking a CIS or cartography class next semester. You are also
ready to make your own ethnic maps on the U.S. Census Bureau Web site. Keep in
mind, however, that you can make only choropleth maps, which, as you know, will cre
ate a certain impression of tire data. The Census Bureau site lets you make choropleth
maps at different levels of aggregation by state, county, census tract, or other units.
You can select from varieties of ethnicities and other socioeconomic characteristics.
The following instructions ere valid at ti e time this book went into production.
Go to factfir der2.census.gov. Click on re Topics link on tire left of tire screen. You
will see topics organized by people, housing, or other themes. Expand tire, topic of
interest until you find a variable you wish to map (for in ance, Hispanic or Latino).
Close tire Topics window. In Are Search window that says Narrow your search, type
hr geographic comparison tables. Now select a table and you will see a link d at says
Create a map nea ' Are top of dre table. Chck on drat and follow dre instractions to
select a data value to map f om dre table (pick dre first ent y for dre variable you want).
.The program will ask you if your selection is correct and tirerr will show tire map. Once
tire map is displayed, you ca r change tire zoom or elements visible on ti e map, change
colors or classes, and ti e print it or download it to a file. You carr also further constrain
your geographic area to zoom in at scales lower than tire state level e periment with
tire site to find tire different map scales and variables you carr map.
This exercise has demonstrated that maps can be manipulated in a variety of
ways to produce different impressions of spatial data. We hope it has opened your
eyes to ti e importance of careful use of symbols for representi g data on maps.
We also hope it has corrected any false impressions you may have had about the
historical, and contempora y geography of the African-A erican population of
the United States.

2013 John Wiley & Sons, Inc.

 Activity 2: Thematic Maps i 31

Count Choropleth Map County Circle Map

White

.J

Hispanic or Latino
(of an race)

Asian

American Indian and

Native Alaskan

2013 John Wiley & Sons, Inc.