module 1

ArcView: The Basics

This module covers the concepts and skills that will be discussed and used in the
rest of the book. As your students step through the activities, they will be intro-
duced to the geographic inquiry method and acquire a working understanding of
GIS theory and practice—the “how to” of ArcView as well as a sense of its concep-
tual framework, foundation, and purpose. By the end of the lesson, they will find
themselves competent users of a basic GIS.
This module serves as a comprehensive introduction to the rest of the book. We
suggest that you and your students complete it before moving on. Please note
that the format of module 1 contains one lesson in two parts. Modules 2 through
7 each contain a global, a regional, and an advanced investigation lesson.
 Module 1

ArcView: The Basics

Lesson overview
This module introduces the basic concepts and skills of GIS that will prepare
your students for the lessons ahead. The activities laid out here will instruct
them in starting ArcView, navigating the computer to find the prepared projects
and data, and compiling a group of functional skills to assist them in using
ArcView. Students will also be learning the steps involved in the process of
geographic inquiry at the same time.
The format of this module differs from that of the rest of the book: it has one les-
son in two parts, not the global, regional, and advanced investigation lessons
found in modules 2 through 7. We suggest that you have the students spend two
class periods on these activities to gain a functional knowledge of GIS, ArcView
skills, and the geographic inquiry method.

Estimated time Two to three 45-minute class periods

Materials ✔ Calculator
✔ Student handouts from this lesson to be copied:
• GIS Investigation sheets (pages 9 to 34)
• Student answer sheet (pages 35 to 42)
• Assessment(s) (pages 44 to 47)

Standards and National geography standards

objectives
GEOGRAPHY STANDARD MIDDLE SCHOOL HIGH SCHOOL

1 How to use maps and other The student knows how to make The student knows how to use
geographic representations, and use maps, globes, charts, mod- technologies to represent and
tools, and technologies to els, and databases to analyze spa- interpret Earth’s physical and
acquire, process, and report tial distributions and patterns. human systems.
information from a spatial
perspective
3 How to analyze the spatial The student understands that places The student understands how
organization of people, places, and features are distributed spa- spatial features influence human
and environments on Earth’s tially across Earth’s surface. behavior.
surface
4 The physical and human char- The student understands how tech- The student understands how the
acteristics of places nology can shape the characteristics physical and human characteristics
of places. of place can change.
 ArcView: The Basics Lesson overview and teacher notes

Standards and Objectives

objectives The student is able to:
(continued)
• Understand the basic concept of a geographic information system (GIS)
• Use a basic ArcView skill set to build a map
• Use the five-step geographic inquiry model
• Print maps

GIS skills and tools Identify a feature on the map

Zoom in to a desired section of the map or to the center of the map

Zoom out to a desired section of the map or to the center of the map

Zoom to the full extent of all themes

Zoom to the previous map extent

Pan to a different section of the map

Add a theme to the view

Find a feature in a theme

Get help about ArcView

Open a theme’s table

Clear all selected features so that none are selected

Open a theme’s properties and change the theme name

For more on geographic inquiry and these steps, see Geographic Inquiry: Thinking
Geographically (pages xxi–xxiii).

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Lesson overview and teacher notes ArcView: The Basics

Teacher notes
Lesson Begin this lesson by showing the multimedia clip entitled “What is GIS” in the
introduction GIS Resources section of the Teacher Resource CD. This clip will help students
understand that each map in a GIS has spreadsheet or database information
attached to it. There are a number of Adobe® PDF and Microsoft PowerPoint®
presentations on the CD dealing with this topic as well.
Refer to the Geographic Inquiry section in this book to familiarize yourself with
the geographic inquiry model. Have a brief discussion with your students about
“thinking geographically.”

Student activity Before completing this lesson with students, we recommend that you
complete it as well. Doing so will allow you to modify the activity to
accommodate the specific needs of your students.

Ideally each student should be at an individual computer, but the lesson can be
modified to accommodate a variety of instructional settings.
On the first day, distribute the GIS Investigation sheets entitled ArcView:
The Basics, Part 1: Introducing the Software. Explain that in this activity the
students will begin to learn the basic ArcView skills they will need to create GIS
maps. The worksheets will provide them with detailed instructions for their
investigations. As they navigate through the lesson, they will be asked questions
that will help keep them focused on key concepts. Some questions will have spe-
cific answers while others will require creative thought. An answer key to
questions in the GIS Investigation is located at the end of this lesson.
On the second day, distribute the GIS Investigation sheets entitled ArcView:
The Basics, Part 2: The Geographic Inquiry Model. Explain to your students that
in this lesson they will practice the ArcView skills they acquired in the first les-
son, and be introduced to more advanced skills while exploring the geographic
inquiry method.

Teacher Tip: In part 2 of this activity, students are asked to use a calculator
to divide two country statistics and come up with a third. Some of the
countries have populations with nine or 10 digits. If your students have
calculators that only allow them to enter eight-digit numbers, you may
need to help students come up with a way around this problem. For
example, they could divide both numbers by 1,000 before performing the
calculation.

Steps 8 through 10 of part 2 do not involve the computer. You may wish to assign
these steps as homework to be completed outside of class.
Things to look for while the students are working on this activity:
• Are students thinking spatially as they work through the procedures?
• Are students answering the questions as they work through the procedure?
• Are students using a variety of menus, buttons, and tools to answer the
questions on the handout?
• Are students able to use the legends to interpret the data in the table of
contents?
• Are students able to print out a map on the printer?

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 ArcView: The Basics Lesson overview and teacher notes

Conclusion Before your students complete the assessment, conduct a brief discussion in
which you ask them to brainstorm ideas about how GIS can be used in everyday
life or how they could use GIS in their daily school assignments or classes. Ask
them to describe the new geographic inquiry skills they learned as well as share
how comfortable they are with using the ArcView technology. This discussion
should also include an overview of which buttons they have used to build maps
on screen, any ArcView operations that were confusing, and printer operations.

Assessment Middle school: Highlights skills appropriate to grades 5 through 8

The middle school “ArcView: The Basics” assessment asks students to create and
print a map. They will be expected to turn on three themes and zoom in to a loca-
tion of their choosing, use the Identify tool to obtain three pieces of data about
that area, and write a brief paragraph explaining how they created their maps.

High school: Highlights skills appropriate to grades 9 through 12

The high school “ArcView: The Basics” assessment asks students to create and
print a map. They will be expected to turn on four themes and zoom in to a loca-
tion of their choosing, use the Identify tool to obtain three pieces of data about
that area, write a brief paragraph explaining how they created their maps, and
describe what they learned geographically about the area on their map.

Extensions • Create several views with data from other folders on the data CD to answer a
question. Make a connection between the data to make sure that the maps
they create are meaningful.
• Students can suggest other themes that might help explain the connection
between the technological advances of telephone lines and cellular technology,
and such political and social issues as GDP, education, health care, and so on.
• Students can develop a plan or outline for how to use GIS to fulfill a current
class assignment.
• Ask students to choose a country in the news and use their GIS skills to find
the country and to study the data associated with it.
• Check out the Resources by Module section of the Teacher Resource CD for
print and media resources that educate the public on the uses of GIS, or visit
www.esri.com/mappingourworld for a list of Internet links.

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P GIS investigation ArcView: The Basics
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NAME __________________________________________________ DATE ________________________
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Answer all questions on the student answer sheet handout

Part 1: Introducing the software

This computer activity will introduce you to the basics of starting the ArcView program. You
will be guided through the ABCs of using ArcView. If you read and do each step in this activity,
you will find it much easier to complete the other activities in this book.

Step 1 Start ArcView

a Double-click the ArcView icon on your computer’s desktop. If you do not have the icon
on your desktop, click Start, Programs, ESRI, and ArcView GIS.

b If the ArcView GIS Education Edition welcome box appears, click the Try button.

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Step 2 Open the module1.apr file
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a In this exercise, a project file has been created for you. To open the file, click the File C
menu and click Open Project.
O
P
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b Navigate to the exercise data directory (C:\esri\mapworld\mod1). (Hint: First make

sure the correct drive is selected in the Drives drop-down list. Then double-click fold-
ers to open them.)

c Choose module1.apr from the list.

ArcView project files end with the three-letter extension .apr, which stands for
ArcView project file.

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d Click OK.
O
C When the project opens, you see a large window, called the ArcView window. Inside
O it is a smaller window, called the Project window. Its title is the name of the project
P file, module1.apr.
Y

Step 3 Enlarge the ArcView window

When the ArcView project first opens, the ArcView window may be smaller than
your full computer screen. If it is, you will want to enlarge it.

a In the upper right corner of your ArcView window there are three buttons. Click once
on the middle button. It looks like a box.

b The button you clicked is called the Maximize button. Now the ArcView window fills
your whole screen. Notice that the size of the Project window did not change.

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c Take a closer look at the Project window. You will notice five icons, or pictures, down
the left side of the window. The icon names are Views, Tables, Charts, Layouts, and
O
Scripts. These are the different kinds of documents an ArcView project can contain. C
When you want to see a list of these documents, click once on an icon. O
P
Y

Step 4 Open a View window

Now you will look at the map that has been constructed for you.

a In ArcView, maps are displayed in views. Notice that The World is the only view docu-
ment in the list, and it is already selected (highlighted).

b Click the Open button.

A View window opens.

Note: If at any time you accidentally close the View window, you can
always go back to the Project window and open the view from there.

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Step 5 Stretch your View window
O
C You will enlarge your View window so it will be easier to see the map.
O a Place the cursor on the bottom right corner of the View window. The cursor changes
P to a diagonal double-headed arrow.
Y
b Click and drag the window down and to the right until the view almost fills the
screen. Let go of the mouse button.

Make sure you can still see the Project window behind the top left corner of the
View window.

Important note: Enlarging view windows by stretching allows you to

move easily between the Project and View windows. It is best not to
enlarge views by clicking on the maximize button. You may maximize
the entire ArcView window using the maximize button, however, as you
did in step 2.

c Study the different parts of the View window. On the right side you see a map. On
the left side you see a gray column that contains a list. This column is the table of con-
tents. The items in the list represent the six different layers of information that can be
shown on the map.

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Step 6 Work with themes
O
Each of the layers in the table of contents is called a theme. The six themes in The C
World view are World Cities > 50,000, Grid, World Countries Population, Rivers,
Lakes, and Country Outlines. In this step you will learn how to turn themes off and
O
on and change their order. P
Y
a Notice that each theme in the table of contents has a small box in front of it. Only the
box for Country Outlines has a check mark in it.

b Click the check mark next to Country Outlines. The check mark goes away. The display
of the Countries Outlines in the map area also disappears.

c Click the box next to the World Countries Population theme. (Don’t worry that part of
the theme name is cut off. You will learn how to widen the table of contents later in
this activity.) The World Countries Population map is displayed. This is called turning
on a theme.

d Click the box next to the Rivers theme to turn it on.

e Turn on the Lakes theme.

f Examine the table of contents to answer the following question:

Which themes are not visible on the map but are turned on in the table of contents?

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O Next you will change the order of the themes.
C g Place your cursor on the Rivers theme in the table of contents.
O
P h Click and hold the mouse button. Drag the Rivers theme up above the World Countries
Population theme. Let go of the mouse button.
Y

What happened on your map?

i Drag the Lakes theme above the World Countries Population theme.
(1) What happened on your map?
(2) What would happen if you dragged the Lakes under World Countries Population
again?

Note: Whenever your maps don’t appear as you think they should,
check the following things:
1. Check to see if the theme you want is turned on.
2. Check the order of the themes in the table of contents. Themes that are
represented by lines and points (streets, rivers, cities, etc.) will be covered
up by themes that are represented by polygons (countries, states, etc.). You
may need to drag line or point themes above the polygon themes in order to
see them.

Step 7 Identify a country and record country data

a Look at the top of the ArcView window and find the four rows, or bars, pictured
below. You will use these menus and buttons to perform the various GIS functions.
Many of the things you do with the buttons and tools can also be accomplished with
menu options.

You might think this is a lot of buttons to learn, but you will not be learning them
all at once.

The value of GIS lies in the data (information) that is attached to each map. You
will see how this works by using one of the tools to access data about countries.

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b First you must tell ArcView which theme you want to know about. This is called mak-
ing a theme active.
O
C
c Click anywhere on the World Countries Population theme in the table of contents O
except on its check box. Notice that it becomes raised like a button. P
Note: Whenever you wish to get information about a particular theme, Y
you must make it active. An active theme appears raised like a button.

d The Identify tool lets you see data about your map just by clicking on places you are
interested in. Find the Identify tool in the ArcView tool bar.

e When a tool is selected, it looks like it is pushed in. If your Identify tool already looks
pushed in, proceed to the next step. Otherwise, click it to select it.

f Move your cursor over the map without clicking. Notice it changes to a plus with an
“i” next to it.

g Click on the United States on your map.

The Identify Results window appears. It displays information about the United
States. The information you see is all the data that is available about the United
States in the World Countries Population theme.

h In the Identify Results window, scan down the column that begins with the word
Shape. Answer the following questions:
(1) What is the second listing in this column?
(2) What is the third listing in this column?
(3) What is the final listing in this column? (Hint: You will need to scroll down.)

i These words are names describing a characteristic, or attribute, of the United States.
Attribute names are often abbreviated.
(1) What do you guess the field entitled “Sqmi” stands for?
(2) What is the number to the right of the field “Sqmi”?

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Step 8 Compare the Identify Results data with the table data
O
C a The picture below shows part of the table that contains the data attached to the
World Countries Population theme. (You will open this table on the computer later in
O this lesson.)
P Which row in this table has the attributes for the United States?
Y

b Compare the information in the Identify Results window with the information in the
table and answer the following questions:
(1) Another word for attributes is fields. The field names in the Identify Results
window display in the column starting with the word Shape. Where are these
field names displayed on the table?
(2) Find the field on the table that represents square miles of land. How many
square miles of land are in the United States?
(3) Give a brief explanation of the relationship between the Identify Results window
and the table.

c Click the Close button at the top right corner of the Identify Results window.

Caution: Be careful not to click the Close button on the ArcView window
at the very top right corner of your screen because ArcView will close
without saving your work.

Step 9 Widen the view table of contents

Now you will widen the table of contents in the view so that none of the theme leg-
ends are cut off.

a Move your cursor to the edge of the table of contents just to the right of the scroll
bar. When it is in the right place, it should look like this:

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b Click and hold the mouse button. Drag the cursor to the right until you can see the full
legend descriptions. Release the mouse button.
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The table of contents becomes wider and the map becomes smaller.

Step 10 Explore city data on the world map

a Turn off the Lakes and Rivers themes by clicking the check mark in front of the theme
name.

b Turn on the World Cities > 50,000 theme.

Your map displays all the world cities with populations greater than 50,000. There
are so many cities that they are all jumbled together on this small map. You need to
zoom in to a smaller portion of the world to see distinctions between the cities.

c Click the Zoom In tool to select it. Remember, it will look pushed in when it is selected.
The Zoom In tool can be used two different ways.

One way to zoom in is to drag a box around the section you want to display. You
will zoom in on Europe and Africa.

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d Place your cursor on Greenland.
O
C e Click and hold down the mouse button. Drag the cursor down and to the right. When
O your cursor is near Australia, release the mouse button.
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Another way to zoom in is to click on the place you want to be in the center of your
map. Now you will zoom in closer to Europe.

f Click slowly three times on the brown dots clustered around Europe.

Caution: Make sure to keep the mouse very still as you click. Otherwise,
you may accidentally drag a tiny box and the map will zoom in too
much. If this happens, go to the toolbar and click once on the Zoom to
Previous Extent button.

g Make the World Cities > 50,000 theme active.

h Use the Identify tool to find the name and country of any two cities you choose.

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Step 11 Explore Europe with an attribute table
O
When you used the Identify tool in step 7, you saw that a country on the map (the C
United States) was connected to attribute information about that country. The
attributes were displayed in the Identify Results window.
O
P
In GIS, each object on your map is called a feature. For example, the United States Y
is a feature in the World Countries Population theme, and Paris is a feature in the
World Cities > 50,000 theme. In this step, you will find out more about the connec-
tion between features and their attributes.

a Make sure the World Countries Population theme is active.

b Click the Open Theme Table button.

What is the name of the table you opened?

c Click on Russia in the first row of the table.

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O Notice that the row in the table turns yellow and so does the part of Russia you can
see on the map.
C
O d Hold down the Shift key on your keyboard. In the table, click on Finland, Estonia,
P Latvia, and the United Kingdom.
Y What happens to the map when you click on these rows in the table?

e Click on Iceland in the table.

(1) What happens to Russia and the other countries that were highlighted?
(2) Did you see Iceland turn yellow on the map? If not, why not?

f Click the Zoom to Full Extent button. The map displays the whole world. Remember:
Sometimes you may zoom in so close or zoom out so far that you lose your map
entirely or can’t tell where you are. You can always click the Zoom to Full Extent but-
ton to get back to a map you can recognize.
Why can you see Iceland now when you couldn’t see it in the previous step?

g Click the Close button on the table.

In later lessons, you will learn how to do more with tables. For example, you will
learn how to sort a table and how to find countries in the table and on the map.

h Click the Clear Selected Features button.

Step 12 Practice using the Identify tool

a Click the Zoom In tool.

b Click and drag a box around the continent of South America.

What do you see on your map?

c Make sure the World Countries Population theme is active.

d Use the Identify tool to identify the large South American country that is dark red.
(1) What country is it?
(2) What is this country’s total population?

e Close the Identify Results window.

f Make the World Cities > 50,000 theme active.

g Use the Identify tool to identify the large city in the northwest corner of the country
you identified in step 12d.
(1) What city is it?
(2) What population range is this city in?

h Look on the map for two cities in Brazil that are in a higher population range. (Hint:
the brown symbol for those two cities will be larger than the one for the city you just
identified.)

i Zoom in closer to the two cities to separate them from surrounding cities for identifi-
cation purposes.

j Name these two large cities.

k Close the Identify Results window.

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Step 13 Practice using the Zoom Out tool
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a Click the Zoom Out tool. C
b Drag a two-inch box anywhere on your map. O
P
c Drag another two-inch box anywhere on your map. Y
(1) What does your map look like?
(2) Which zoom button could you use to return your map to full size?

d Zoom your map back to its original full size.

Step 14 Continue to explore the world map

a Make the World Countries Population theme active.

b Click the Find button.

You will find the country of Sudan.

c Click in the white box in the Find Text in Attributes dialog. Type Sudan.

d Click OK.

Note: If you get a message telling you “No more matches found,” click
OK and go back to step 14b. Make sure you spell the country name
correctly.

e Notice that the country of Sudan turns yellow and moves to the middle of the map.

f Turn off the World Cities > 50,000 theme.

g Use your Identify tool and click on Sudan.

h Scroll down in the Identify Results window and answer the following questions:
(1) How many tourists arrive in Sudan each year?
(2) How many people live in Sudan?
(3) Does this seem like a low or high number of tourists for this population?

i Use the Find button to find Qatar.

Do you see Qatar on your map?

j Click seven times on the Zoom In button. (Its arrows point inward.)

The Zoom In button is different from the Zoom In tool. Clicking the Zoom In button
always zooms in to the middle of the map.

Remember, the Find tool placed Qatar in the middle of the map area.
When you click the Zoom In button, you are zooming in on Qatar.

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k Use the Identify tool to answer the following questions:
O
C (1) How many people live in Qatar?
O (2) How many cell phones do they have?
P (3) Divide the population of Qatar by the number of cell phones in Qatar. How many
Y people are there for every cell phone in Qatar?
(4) What large country is directly west of Qatar?

l Close the Identify Results window.

Whenever you wish to center the map differently, you can use the Pan tool to move
the map around.

m Click the Pan tool.

n Click and hold on the country of Qatar. Drag the hand diagonally toward the bottom
right corner of the View window. Let the mouse button go. Answer the questions
below:

(1) What boot-shaped country do you see on the map?

(2) What is the population of that country?
(3) How many cell phones does that country have?
(4) Divide the answer to question 2 by the answer to question 3. How many people
are there for every cell phone in this country?

o Pan east to Japan and answer the following questions:

(1) What is the population of Japan?
(2) How many cell phones does Japan have?
(3) Divide the population of Japan by the number of cell phones in Japan. How
many people are there for every cell phone in Japan?

p Close the Identify Results window.

q Click the Zoom Out button several times. (Its arrows point outward.)
What happened to your map?

The Zoom Out button always zooms out from the middle of the map.

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r Pan back to Qatar from Japan.
O
s Using a zoom tool of your choice, zoom in until you can see that Qatar is still high- C
lighted yellow. O
t Click the Clear Selected Features button.
P
Y
What happened to Qatar?

Whenever you find or select a feature on your map, it will turn yellow to indicate
that feature has been selected. If you want to turn the yellow off, click the Clear
Selected Features button. (Make sure that whichever theme is yellow is the theme
that is active before you click the button.)

Step 15 Get help from the Help tool

If you forget what a particular button is for or how to use a tool, you can ask
ArcView to help you.

a Click the Help button.

Notice your cursor turns into a diagonal arrow with a question mark.

b Click the Find button.

A help page is displayed that tells you about the Find button.

c Click the green link, “active theme(s).”

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The pop-up window reminds you how to make a theme active. What does it say you
O must do to make more than one theme active at a time?
C
O d Click anywhere in the Help window to make the pop-up window disappear.
P e Click the Close button on the top right corner of the ArcView Help window.
Y
You can use the Help button to help you use any ArcView button, tool, or window.

f Click the Help button.

g Click any other button you want to know about.

h When you are finished looking at the help, close the ArcView Help window.

Step 16 Print a map

In this step you will learn an easy way to print the map on your screen.

a Use the Pan and Zoom tools to focus the map on a location of your choice.

b Click the File menu, then click Print.

c In the Print dialog, click the Setup button.

d Ask your teacher which printer you should use. Select its name from the drop-down
list in the Print Setup dialog.

e Make sure the paper size is set to “Letter (8.5 x 11 in.).” You may need to select it from
the drop-down list.

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f Decide how you want the map to be placed on the paper. Click Portrait if you want
the top to be a short side of the paper. Click Landscape if you want the top to be a
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long side. C
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g Click OK on all the open Print windows.

h Your map should print after a few moments.

Step 17 Close the project and exit ArcView

a Click the File menu.

b Click Exit.

c Click No in the box that asks whether you want to save changes.

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NAME __________________________________________________ DATE ________________________
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O Part 2: The geographic inquiry model
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Much like scientific analysis, geographic inquiry involves a process of asking questions and
looking for answers. The geographic inquiry model is made up of the following five steps:

In this activity you will learn how maps and GIS can help you in the geographic inquiry pro-
cess. At the same time, you will be practicing the ArcView skills you learned in part 1 and
learning some new ones.

Step 1 Start ArcView

a Double-click the ArcView icon on your computer’s desktop.

b If the Welcome to ArcView dialog appears (pictured below), click Open an Existing
Project and click OK. If it doesn’t appear, proceed to step 2.

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Step 2 Open the module1.apr file
O
You will use the same ArcView project that you used in part 1 for this exercise. C
a To open the file, go to the File menu and choose Open Project. O
P
b Navigate to the exercise data directory (C:\esri\mapworld\mod1) and choose Y
module1.apr from the list.

c Click OK.

Step 3 Adjust your windows and open the view

a Enlarge the ArcView window using the Maximize button.

b Go to the Project window and open the view “The World.”

c Drag the corner of the View window and stretch it until it almost fills the ArcView
window.

d Widen the table of contents until the theme legends are not cut off. (Hint: Click and
drag the right edge of the table of contents to the right.)

1
ASK A GEOGRAPHIC
QUESTION

Step 4 Ask a geographic question and develop a hypothesis

It’s important to think about the information on your maps both as you create them
and when they’ve been completed. You might look at a map and then think of a
question that it might help you answer. Or you might think of the question first,
and then look for maps, or GIS themes, that might help you answer the question.

In this activity you will try to answer the following geographic question:

Geographic Question: Do the number of phone lines in a country increase propor-

tionately with the number of people in the country?

a What makes this a geographic question?

b Just as with scientific inquiry, you’ll begin by constructing a hypothesis. Write a hypo-
thetical answer to the geographic question stated above.

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O Remember: A hypothesis is an educated guess. Your hypothesis may be
right or wrong in the end. The goal is not to know the answer before
C you start your research, but to have a kind of “ballpark idea” or hunch
O about what the answer might be. Then you will set about proving or
P disproving it.
Y

2
ACQUIRE GEOGRAPHIC
RESOURCES

Step 5 Add a theme to your view

Next, you need to identify the kind of information that will help you explore your
question. You want to display the data you identify as themes in your ArcView map.

a Your view already has a theme with world countries and their population. What other
attribute of countries do you need in order to investigate your hypothesis?

b Click the Add Theme button.

An Add Theme dialog appears. It works the same way as the Open Project dialog
you used at the beginning of this activity.

c Navigate in the right column to the module 1 data directory (C:\esri\mapworld\mod1

\data). (Hint: First make sure the correct drive is selected in the Drives drop-down list.
Then double-click folders in the right column to open them.)

d Click phone_line.shp.

e Click OK.
What is the name of the theme that has been added to your table of contents?

f Make the new theme active.

g Click the Theme Properties button.

h Locate the Theme Name box at the top of the Theme Properties dialog.

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i Change the theme name to World Phone Lines.
O
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Y

j Click OK.

3
EXPLORE GEOGRAPHIC
DATA

Step 6 Explore the World Phone Lines map

Now it’s time to look at the World Phone Lines theme and think about what the
map tells you.

a Turn off the Country Outlines theme and turn on the World Phone Lines theme.

b Look at the legend for the World Phone Lines theme and answer the following
questions:
(1) What color in the legend indicates countries with the fewest phone lines?
(2) What color indicates countries with the most phone lines?
(3) What color indicates countries with no data available for this theme?

c Notice that the colors in the legend change gradually from the lightest color to the
darkest. The name for this type of legend is a graduated color legend.
What other theme in your view has a graduated color legend?

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d Look at the map to answer the following questions. You may need to turn themes on
O or off. You may need to use the Identify tool to find out a country’s name. Answer the
C following questions:
O (1) Which country has the most phone lines?
P (2) On which continent are most of the countries with the fewest phone lines?
Y
(3) Which two countries have the largest populations?
(4) Name three countries that are in the same population class (color) as the United
States.
(5) Name which of the three countries, if any, are in the same phone line class (color)
as the United States.

e Turn on the World Phone Lines theme and make it active.

f With the Identify tool, click on the United States.

g Read the geographic question again.

Geographic Question: Do the number of phone lines in a country increase propor-

tionately with the number of people in the country?

h Scroll down slowly in the Identify Results window and look at the different fields.
What two fields might help in answering the geographic question?

i Close the Identify Results window.

Step 7 Research and record phone line and population data

a Click the Zoom to Full Extent button. This will return the map to its original size if you
have zoomed or panned the map.

b Click the Clear Selected Features button to deselect (turn the yellow off) any coun-
tries that might be selected.

c Use your Identify tool and Find button to locate the countries in the table on the
answer sheet. Record the population and phone lines for each country in the appropri-
ate columns. (You will fill in the last column of the table later.)

If you aren’t sure what to do, steps 7d–7g show you how to find the information for
the first country (China) as an example.

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d Click the Find button and type China in the Search For box.
O
C
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China is highlighted and centered in the view.

e Click the Identify tool and click China on the map.

f Find the total population attribute in the Identify Results window. Record the number
in the Country Population column next to China.

g Scroll down in the Identify Results window and find the phone line attribute. Record
the number in the Phone Lines column for China.

h Repeat steps 7d–7g for the other countries in the table on the answer sheet.

Step 8 Close the project and exit ArcView

You won’t need to use ArcView to complete the rest of this lesson, so you’ll close
your project at this time.

a Click the File menu.

b Click Exit.

c Click No in the box that asks whether you want to save changes.

Ask your teacher whether you should continue doing steps 9–11 in class, or whether
to do them as homework.
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P GIS investigation ArcView: The Basics
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Step 9 Calculate the number of people per phone line
O
C Now you will use your calculator to fill out the last column of the table.
O a Enter into your calculator the population figure for China.
P
Y Note: Your calculator may not let you type in a number as large as the
one for China’s population. If it doesn’t, ask your teacher to help you
calculate the statistic for countries with large populations.

b Divide it by the number of phone lines for China.

c Round off the result to the nearest two decimal places and record it in the last col-
umn on the line for China. (Hint: The answer for China should be 17.95.)

d Repeat the calculation for the other countries in the table.

4
ANALYZE GEOGRAPHIC
INFORMATION

Step 10 Analyze results of your research

a In the table on the answer sheet, the list on the left ranks the countries by population
from highest to lowest. Use the data in your table to rank the countries on the right
from the lowest number of people per phone line to the highest number of people
per phone line. Then draw lines connecting the same country in each list.

b Use the data in your chart to answer the following questions:

(1) Which country has the fewest people per phone line? How many people have to
share a phone line in this country?
(2) How does the country in question 1 rank in population size with the other seven
countries in your table?
(3) Which country has the most people per phone line? How many people have to
share a phone line in this country?
(4) How does the country in question 3 rank in population size with the other seven
countries in your chart?
(5) What is the population of Japan? How many people have to share a phone line
in Japan?
(6) What country has the second-most phone lines after the United States? How
does its number of people per phone line compare with the seven other
countries in your chart?
(7) Russia and Pakistan have about the same number of people. Why do you
suppose these two countries have such a different number of people who have
to share a phone line? What factors do you think contribute to this disparity?
(8) Read the geographic question again. What do you think the answer to the
geographic question is?

Geographic Question: Do the number of phone lines in a country increase propor-

tionately with the number of people in the country?

(9) Compare your initial hypothesis with your answer in question 8. How does your
hypothesis compare with your answer to the geographic question?

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5 C
ACT UPON GEOGRAPHIC O
KNOWLEDGE P
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Step 11 Develop a plan of action
The last step of the geographic inquiry process is to act on what you have learned.
Your action plan might be simply to repeat the process; thinking about what you’ve
learned often leads to deeper, more complex, and interesting geographic questions.

For this step, choose one of the following four countries: China, Brazil, Indonesia, or
the United States.

Imagine that you are an expert specializing in telecommunications. You need to

devise a plan for your chosen country that deals effectively with the basic concern of
your original geographic question.

To develop an effective plan, you may need to conduct further research on the
phone system within your country. If you decided, for instance, that increasing the
number of phone lines operating in your chosen country would improve the quality
of life there, you could come up with a written plan of action for telecommunica-
tions officials, pointing out areas of strength and weakness, and explaining where and
why expansion would be most beneficial.

a Use the information in your table to describe the current phone line situation in your
chosen country. Record your chosen country on the answer sheet.

b Do you think that increasing the number of phone lines operating in your chosen
country would improve the quality of life there? Why or why not?

c List three concerns you have about increasing the number of phone lines in your
chosen country.

d List two new geographic questions that you would like to investigate to help you
develop a sound plan.

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P Student answers ArcView: The Basics
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NAME __________________________________________________ DATE ________________________
O
C
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P Student answer sheet
Y
Module 1
World Geography: Spatial Perspectives
ArcView GIS: The Basics

Part 1: Introducing the software

Step 6 Work with themes
f Which themes are not visible on the map but are turned on in the table of contents?
____________________________________________________________________________________
____________________________________________________________________________________
h What happened on your map?
____________________________________________________________________________________
i-1 What happened on your map?
____________________________________________________________________________________
i-2 What would happen if you dragged the Lakes under World Countries Population again?
____________________________________________________________________________________
____________________________________________________________________________________

Step 7 Identify a country and record country data

h-1 What is the second listing in this column? ___________________________________________________

h-2 What is the third listing in this column? _____________________________________________________

h-3 What is the final listing in this column? (Hint: You will need to scroll down.)
____________________________________________________________________________________
i-1 What do you guess the field entitled “Sqmi” stands for?
____________________________________________________________________________________
i-2 What is the number to the right of the field “Sqmi”?
____________________________________________________________________________________

Step 8 Compare the Identify Results data with the table data
a Which row in this table has the attributes for the United States? _______________________________

b-1 Where are these field names displayed on the table?

____________________________________________________________________________________
b-2 How many square miles of land are in the United States?
____________________________________________________________________________________

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b-3 Give a brief explanation of the relationship between the Identify Results window and the table.
O
___________________________________________________________________________________ C
___________________________________________________________________________________ O
___________________________________________________________________________________ P
Y
Step 10 Explore city data on the world map
h Use the Identify tool to find the name and country of any two cities you choose.

CITY NAME COUNTRY WHERE THE CITY IS LOCATED

Step 11 Explore Europe with an attribute table

b What is the name of the table you opened?
___________________________________________________________________________________
d What happens to the map when you click on these rows in the table?
___________________________________________________________________________________
___________________________________________________________________________________
e-1 What happens to Russia and the other countries that were highlighted?
___________________________________________________________________________________
___________________________________________________________________________________
e-2 Did you see Iceland turn yellow on the map?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
f Why can you see Iceland now when you couldn’t see it in the previous step?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Step 12 Practice using the Identify tool

b What do you see on your map?
___________________________________________________________________________________
d-1 What country is it? ______________________________________________________________________

d-2 What is this country’s total population? _____________________________________________________

g-1 What city is it? __________________________________________________________________________

g-2 What population range is this city in? _______________________________________________________

j Name these two large cities.

___________________________________________________________________________________
___________________________________________________________________________________

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Step 13 Practice using the Zoom Out tool
O
c-1 What does your map look like?
C
O ____________________________________________________________________________________
P c-2 Which zoom button could you use to return your map to full size?
Y ____________________________________________________________________________________

Step 14 Continue to explore the world map

h-1 How many tourists arrive in Sudan each year? _______________________________________________

h-2 How many people live in Sudan? __________________________________________________________

h-3 Does this seem like a low or high number of tourists for this population? ________________________

i Do you see Qatar on your map? ___________________________________________________________

k-1 How many people live in Qatar? ___________________________________________________________

k-2 How many cell phones do they have? ______________________________________________________

k-3 How many people are there for every cell phone in Qatar?
____________________________________________________________________________________
k-4 What large country is directly west of Qatar?
____________________________________________________________________________________
n-1 What boot-shaped country do you see on the map? __________________________________________

n-2 What is the population of that country? ____________________________________________________

n-3 How many cell phones does that country have? _____________________________________________

n-4 How many people are there for every cell phone in this country?
____________________________________________________________________________________
o-1 What is the population of Japan? __________________________________________________________

0-2 How many cell phones does Japan have? ___________________________________________________

o-3 How many people are there for every cell phone in Japan?
____________________________________________________________________________________
q What happened to your map?
____________________________________________________________________________________
t What happened to Qatar?
____________________________________________________________________________________

Step 15 Get help from the Help tool

c What does it say you must do to make more than one theme active at a time?
____________________________________________________________________________________

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 ArcView: The Basics Student answers P
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Part 2. The geographic inquiry model O
C
Step 4 Ask a geographic question and develop a hypothesis
O
a What makes this a geographic question?
P
___________________________________________________________________________________
Y
___________________________________________________________________________________
b Hypothesis:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Step 5 Add a theme to your view

a What other attribute of countries do you need in order to investigate your hypothesis?
___________________________________________________________________________________
e What is the name of the theme that has been added to your table of contents?
___________________________________________________________________________________

Step 6 Explore the World Phone Lines map

b-1 What color in the legend indicates countries with the fewest phone lines?
___________________________________________________________________________________
b-2 What color indicates countries with the most phone lines?
___________________________________________________________________________________
b-3 What color indicates countries with no data available for this theme?
___________________________________________________________________________________
c What other theme in your view has a graduated color legend?
___________________________________________________________________________________
d-1 Which country has the most phone lines?
___________________________________________________________________________________
d-2 On which continent are most of the countries with the fewest phone lines?
___________________________________________________________________________________
d-3 Which two countries have the largest populations?
___________________________________________________________________________________
___________________________________________________________________________________
d-4 Name three countries that are in the same population class (color) as the United States.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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d-5 Name which of the three countries, if any, are in the same phone line class (color) as the United States.
O
C ____________________________________________________________________________________
O ____________________________________________________________________________________
P ____________________________________________________________________________________
Y h What two fields might help in answering the geographic question?
____________________________________________________________________________________

Step 7 Research and record phone line and population data

c Use your Identify tool and Find button to locate the countries in the table below. Record the population
and phone lines for each country in the appropriate columns. (You will fill in the last column of the table
later.)

NUMBER OF PEOPLE
COUNTRY NAME COUNTRY POPULATION PHONE LINES PER PHONE LINE

China 1,261,832,000 70,310,000 17.95

India

United States

Indonesia

Brazil

Russia

Pakistan

Japan

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 ArcView: The Basics Student answers P
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Step 10 Analyze results of your research
O
a In the table below, the list on the left ranks the countries by population from highest to lowest. Use the
data in your table to rank the countries on the right from the lowest number of people per phone line to
C
the highest number of people per phone line. Then draw lines connecting the same country in each list. O
P
RANKED BY POPULATION RANKED BY NUMBER OF PEOPLE PER PHONE LINE
(HIGHEST TO LOWEST) (LOWEST NUMBER OF PEOPLE PER PHONE LINE TO HIGHEST) Y

China

India

United States

Indonesia

Brazil

Russia

Pakistan

Japan

b-1 Which country has the fewest people who have to share a phone line?
___________________________________________________________________________________
How many people is that? ________________________________________________________________

b-2 How does the country in question 1 rank in population size with the other seven countries in your
table?
___________________________________________________________________________________
b-3 Which country has the most people who have to share a phone line?
___________________________________________________________________________________
How many people is that? ________________________________________________________________

b-4 How does the country in question 3 rank in population size with the other seven countries in your table?
___________________________________________________________________________________
b-5 What is the population of Japan? __________________________________________________________

How many people have to share a phone line in Japan? _______________________________________

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b-6 What country has the second-most phone lines after the United States?
O
C ____________________________________________________________________________________
O How does its number of people per phone line compare with the seven other countries in your table?
P ____________________________________________________________________________________
Y
b-7 Russia and Pakistan have about the same number of people. Why do you suppose these two countries
have such a different number of people who have to share a phone line?
____________________________________________________________________________________
What factors do you think contribute to this disparity?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
b-8 What do you think the answer to the geographic question is?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
b-9 How does your hypothesis compare with your answer to the geographic question?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Step 11 Develop a plan of action

a Name your chosen country. ______________________________________________________________

Use the information in your table to describe the current phone line situation in your chosen country.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
b Do you think that increasing the number of phone lines operating in your chosen country would
improve the quality of life there? Why or why not?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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c List three concerns you have about increasing the number of phone lines in your chosen country.
O
___________________________________________________________________________________ C
___________________________________________________________________________________ O
___________________________________________________________________________________ P
___________________________________________________________________________________ Y
___________________________________________________________________________________
d List two new geographic questions that you would like to investigate to help you develop a sound plan.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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 ArcView: The Basics Student assessment: Middle school P
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NAME ___________________________________________________ DATE _________________________
O
C
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ArcView: The Basics P
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Middle school assessment
Open the ArcView project module1.apr. Use the ArcView skills you have learned in this mod-
ule to do the following things:
1 Create a map with at least three different themes.
2 Zoom in on the map to an area of the world of your choosing.
3 Find out three pieces of specific information about the area you chose. (Hint: Use the Identify
button.)
4 Write a geographic question that involves one of the pieces of information that you listed in
question 3.
5 Print the map and attach it to this page.

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 ArcView: The Basics Assessment rubric
MODULE 1 • ARCVIEW: THE BASICS

Assessment rubric: Middle school

Middle school

STANDARD EXEMPLARY MASTERY INTRODUCTORY DOES NOT MEET REQUIREMENTS

The student knows how Creates and prints a map with Creates and prints a map with Creates and prints a map with Has difficulty creating the map
to make and use maps, more than three themes and three different themes and focused one or two different themes using without assistance and does not
globes, graphs, charts, focused on a portion of the world on a portion of the world using a GIS. print it out.
models, and databases to using a GIS. a GIS.
analyze spatial distribu-
tions and patterns.
The student knows and Identifies more than three pieces of Identifies three pieces of informa- Identifies one or two pieces of Identifies some information about
understands that places information about the area of the tion about a particular area of the information about a particular a place, but does not create a
and features are distrib- world covered by his or her map world and develops a geographic area of the world and attempts to geographic question based on the
uted spatially across and develops a geographic ques- question based on that information. create a geographic question information gathered.
Earth’s surface. tion based on that information. based on that information.
The student knows the Successfully completes the assess- Successfully completes the assess- The student has a beginning The student does not see the rela-
role of technology in shap- ment and develops a plan in ment and develops a clear and understanding of the importance tionship between GIS and related
ing the characteristics of step 11 of the lesson that illus- concise plan in step 11 of the les- of GIS and related technologies in technologies in solving geo-
places. trates an understanding of the son that illustrates an under- solving geographic questions. graphic questions.
importance of GIS technologies in standing of how GIS technologies
analyzing the aspects of a region contribute to geographic under-
or place and solving geographic standing of places and develop-
problems and questions. ment of plans for changing them.

This is a four-point rubric based on the National Standards for Geographic Education. The “Mastery” level meets the target objective for
grades 5–8.

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 ArcView: The Basics Student assessment: High school P
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NAME ___________________________________________________ DATE _________________________
O
C
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ArcView: The Basics P
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High school assessment
Open the ArcView project module1.apr. Use the ArcView skills you have learned in this mod-
ule to do the following things:
1 Create a map with at least three different themes.
2 Zoom in on the map to an area of the world of your choosing.
3 Find out three pieces of specific information about the area you chose. (Hint: Use the Identify
button.)
4 Write a geographic question that involves one of the pieces of information that you listed in
question 3.
5 Write a brief paragraph explaining what you learned geographically about the area you
zoomed to on your map.
6 Print the map and attach it to this page.

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 ArcView: The Basics Assessment rubric
MODULE 1 • ARCVIEW: THE BASICS

Assessment rubric: High school

High school

STANDARD EXEMPLARY MASTERY INTRODUCTORY DOES NOT MEET REQUIREMENTS

The student knows how to Creates and prints a map with Creates and prints a map with Creates and prints a map with Has difficulty creating the map
use technologies to repre- more than three themes and three different themes and focused one or two different themes using without assistance and does not
sent and interpret Earth’s focused on a portion of the world on a portion of the world using a GIS. print it out.
physical and human using a GIS. a GIS.
systems.
The student knows and Identifies more than three pieces of Identifies three pieces of informa- Identifies one or two pieces of Identifies some information about
understands the spatial information about the area of the tion about a particular area of the information about a particular a place, but does not create a
behavior of people. world covered by his or her map world and develops a geographic area of the world and attempts to geographic question based on the
and develops a geographic question question about the human impact create a geographic question information gathered.
about the human impact to that to that place based on the based on that information.
place, based on the information. information.
The student knows and In step 11 of the lesson, writes a In step 11 of the lesson, writes a In step 11 of the lesson, identifies In step 11 of the lesson, lists one
understands the changing clear and concise plan of action clear and concise paragraph on some physical and human charac- or two characteristics of a place
physical and human char- that takes into account the physi- the geographic characteristics of a teristics of a place and attempts but does not show geographic
acteristics of place. cal and human characteristics of a particular place. to formalize understanding in understanding of the place.
place or places. paragraph form.

This is a four-point rubric based on the National Standards for Geographic Education. The “Mastery” level meets the target objective for
grades 9–12.

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