Notes on Major Maps, Map Quality, and Lying with Maps

MAPS CLASS NOTES

  • Instructor open door policy: email or stay after class to chat; looks forward to questions and discussion about map topics.

  • Assignment: MAP MAKING WITH PARTS OF A MAP

    • Goal: create a map of something from your life that includes all nine parts of a map (as listed in the assignment materials).

    • Tone: not a brain-busting task; intended to be approachable and educational about what goes into a high-quality map.

    • Named elements mentioned explicitly: at least a title and a compass rose are part of the required pieces; other parts are listed in the assignment (nine total) but are not enumerated in the transcript.

    • Resource: a PowerPoint attached as a PDF to review the nine map parts (the instructor will present them in class but believes the material is learnable on your own).

    • Purpose of the exercise: understand what makes a map high quality vs. distorted or lousy, and why accuracy matters.

    • Suggested map ideas: map of your dorm room, bedroom at home, backyard, or anywhere on campus—something personal and manageable.

    • Image upload requirement: ensure the map image uploads successfully to receive credit.

    • Due date: Friday night in September (the transcript states “due September Friday night”).

    • Clarifications: questions are welcome; instructor encourages you to ask if anything is unclear.

    • Class atmosphere note: light-hearted aside about the instructor’s voice being tired after the first day of school.

  • Context for the map assignment: learning about map quality and distortion begins with understanding the nine essential parts, with emphasis on how each part contributes to readability and interpretation.

Lying with Maps: Reading Assignment

  • Reading source: an introductory article by a geographer at Syracuse University named Marc Monmianier (as spoken by the instructor). The article is used later in the course and is described as a foundational piece for understanding how maps can mislead.

  • Core idea: maps can lie or mislead readers, either unintentionally due to poor production/representation or intentionally to push a particular argument. The quality of a map and the way data are presented can shape how people interpret statistics and spatial information.

  • Relevance across disciplines: political science, marketing, education, and other fields become interested in maps once they realize maps can distort conclusions or be used to support biased narratives.

  • Purpose of the reading in this class:

    • Read the article (about eight pages) and annotate it to extract the main ideas and examples that illustrate misleading maps.

    • Use the reading to complete an independent classwork assignment that critiques maps and connects to class material.

  • Independent classwork assignment details:

    • You will address a set of four question categories using the Monmonier text:
      1) Comprehension question (based on the reading)
      2) Open-ended question
      3) Real-world connection question derived from the text
      4) A personal question framed as, “something you’re wondering about, and it makes me wonder”

    • Deliverable: a document submitted by the end of class that covers these four categories.

    • Examples/maps discussed: the article contains example maps that illustrate misrepresentation or distortion; these examples are used to support the main points.

  • Timeline and expectations for the reading task:

    • Reading time: complete the article and annotations during the independent work period.

    • Sharing out: at around 07:30–07:35, students will turn on cameras for a brief share-out; the instructor will call on about three to four students to discuss their takeaways and responses.

  • Collaboration structure:

    • Breakout rooms will be used for optional collaboration or discussion about the article and the assignment.

    • Students are not required to collaborate, but breakout rooms provide a space to work through difficult passages or calculations.

  • Length guidance provided by the instructor (in response to a student question):

    • For a response that ties to the class and the main idea: a short paragraph of about 3–4 sentences.

    • For the main idea answer (item 1) and other written components: approximately 50–75 words each, though exact lengths can vary depending on the question.

    • The instructor notes that this is early in the course and emphasizes clarity over length; the key is to connect the reading to class themes.

  • Breakout plan and expectations:

    • The instructor will break students into groups to discuss the reading and potential responses.

    • The goal is to prepare for a concise, thoughtful share-out and to help classmates with understanding the article’s main ideas.

Key Concepts and Takeaways

  • What makes a map “good” or “bad”:

    • Good maps accurately represent data, use sensible scales and projections, and guide interpretation instead of misleading viewers.

    • Bad or misleading maps can distort statistics, misrepresent geographic relationships, or be crafted to persuade a specific narrative.

  • The nine essential parts of a map:

    • The assignment emphasizes that there are nine parts that collectively create a high-quality map; examples explicitly mentioned include a title and a compass rose; the other seven parts are listed in the assignment materials (PowerPoint PDF).

    • Understanding these parts helps identify how maps encode information and where distortions can creep in.

  • Reading critically about maps:

    • “Lying with Maps” (Monmonier) is a foundational text for recognizing bias, distortion, and misrepresentation in cartography.

    • Annotating the article helps you articulate how maps can mislead, whether accidentally or intentionally.

  • Real-world relevance:

    • The issue of map distortion is relevant to political science, marketing, education, and public understanding of data.

    • This topic connects to broader questions about data literacy, representation, and critical Reading/Viewing.

  • Ethical and practical implications:

    • Readers must scrutinize map design choices, data sources, scale, projection, color use, and labeling.

    • Consumers of maps should question who created the map, for what purpose, what data are included or excluded, and how the design choices affect interpretation.

  • Connections to class foundations:

    • Links to broader discussions about how information is presented visually, how to read graphs/maps critically, and how to evaluate arguments supported by visual data.

Study and Preparation Tips

  • Before attempting the MAP assignment:

    • Review the nine essential parts of a map in the provided PowerPoint PDF.

    • Practice identifying a simple, everyday space to map (e.g., your dorm room) and plan where each map part will appear on your drawing.

    • Ensure you have a clearly uploaded map image for submission.

  • While reading Lying with Maps:

    • Annotate the eight-page article with notes on examples of misleading maps.

    • Note the main argument, supporting evidence, and any case studies or sample maps provided.

    • Prepare four questions (comprehension, open-ended, real-world connection, and wonder) based on the text.

  • Writing expectations:

    • Use concise, clear writing with a focus on explaining how the map concepts apply to the reading and to real-world examples.

    • For the responses, aim for approximately 3–4 sentences for the comprehension/main idea connection and 50–75 words for the other written items, adjusting as needed.

  • Participation:

    • Be ready to share in the 7:30–7:35 share-out window; engage in breakout-room discussions if you choose to collaborate.

  • Ready questions for the instructor:

    • If anything about the nine map parts is unclear, ask for a quick review or a pointer to the exact slide/PDF page.

    • If you’d like feedback on your draft questions, you can bring a draft to breakout or post them during the share-out.

Quick References (from the Transcript)

  • Author and work: Marc Monmianier, geographer at Syracuse University; Lying with Maps (introductory article)

  • Article purpose: discuss how maps can mislead, distort, or deliberately deceive readers

  • Class timing cues: sharing out around 07:30–07:35; end of class around 07:45; breakout rooms set up for discussion

  • Common classroom logistics: PowerPoint/PDF with map parts; students may not need extensive guided instruction on the nine parts; emphasis on self-learning

  • Evidence and examples in class: maps used to illustrate misrepresentation; practical examples to discuss during annotation

  • Guidance on assignment length: 3–4 sentence paragraph for short responses; 50–75 words for other short written tasks; overall emphasis on clarity and relevance over length