We have completed two out of four maps and are also continuing to research and read through the source material to build the story to go along with the maps.
The first map depicts the streetcar routes in Omaha in 1890. This map has been proving to be extremely taxing to make, especially without the Richard Orr book that has templates for the routes throughout the years. We have been relying on using the past year’s map and the Omaha’s Historic Streetcar System’s Intensive Level Survey. I have requested the shapefiles from the Landmarks Heritage Preservation Commission, but my contact does not know who has the files, so I am going to contact the Omaha Planing Board to inquire if they have them.
Some improvements include adding labels/attributes to the lines and perhaps looking into a different base map, one that is less busy. We also need to make another map of the streetcar routes in 1950 and then use a tutorial to set it so that users can swipe to view both maps side-by-side.
We successfully imported data from the Douglas County GIS website and built a map that depicts suburbanization in Omaha.
This map shows the areas that Omaha has annexed into the city and the growth number of each. The data is updated every time a new area is annexed and features information like annexation date and ordinance, area name, and population. As you can see, each area in the west that is annexed has higher growth than the inner-city areas. Omaha is a good example of urban sprawl.
Lastly, we will create a map of Benson from the streetcar maps by cutting out the neighborhood from those maps. Additionally, if we find enough racially-restricting real estate ads for houses in Benson, we might make a map that depicts the location of these houses.
For our project on mapping resistance and activism, we have narrowed down our focus on the bus boycott of 1952-1954. One interesting thing that we both noted as we were researching this specific topic was that the Omaha bus boycott was the first bus boycott to occur in the country as a response to social injustice, even before the famous Rosa Parks/Montgomery bus boycott. This being the case, we have decided to put our full focus on the social impact of the boycott at the cost of also examining more of the economic impact. This allows us also to invest more time researching and presenting on the DePorres Club’s impact as well.
As an update to our sources, we discovered a perfect map in the Omaha Public Library database that provides the bus routes in Omaha as of 1951.
Our plan is to have this map as our centerpiece for our story map. Thus far we have geo-referenced this map in QGIS, but we are currently having technical difficulties having a geo-referenced version of this map on ArcGIS.
Current work in QGIS
We still have a lot of blanks to fill in, but I think now we have a clearer, narrower vision of where we want to take our project. Our main objective from here is to get the map working so we can show racial distribution on the map alongside our discussion of changes in the racial discrimination for the hiring of bus drivers. We’re hoping to also be able to identify on the map a few important meeting locations during the boycott. If we can get this working and fill out the story, we should have a great informative project when we’ve completed it.
This map shows the redlining for Omaha and its divisions.
This map shows the racial segregation in Omaha in 1950, where Central and north omaha have the highest black population.
This map shows the HOLC redlining grade as well as its correlation to highly black populated areas in 1950.This map shows the Population of black people (1950) in correlation to homes built in 1950This map shows all three factors – redlining grades, black population and houses built in 1950.
The next step for us is to get more data on the white lead industry in 1950-1980. As well as add another map for white lead factories to compare to the other three factors. In addition, complete these maps for 1970 and 1980. the final step will be to use our primary sources and secondary sources to explain our story of the correlation between white lead pollution and the black population. I feel this is enough information to thoroughly show the correlation. Another factor that can be added to the map could be the white population to see the difference. These maps are visible on ARCGIS online.
I have inserted below the maps that we have completed to date. I will give a brief description each below the image, and a brief overview of the progress of the project at the end.
This map very simply shows the 4 redlined categories in Omaha.
This map represents the locations of all of the Omaha Public Schools locations.
This map layers the redline categories and the public schools so the viewer can see which schools are in which redlined areas.
This heat map shows the school locations with the heat mapped black population per school layered below.
This heat map relates the same black population statistics per school and includes the bottom layer of the redlined categories.
This map includes the redlined areas as well as the free and reduced lunch statistics per school.
This final map represent the mobility per school int he heat mapping with the redline map layered below.
The last map we still need to incorporate is a map relating the school rankings of these schools, we are still working on configuring the data for that map. After that is complete, the last step in our process will be to incorporate the information we gathered from our primary and secondary sources to formulate the story we wish to tell through our maps, along with the other media and written content we wish to include. These maps have been inserted into our story map on ARCGIS, so they are visible on that platform as well.
This week’s focus is on how people have mapped the world through the centuries. The first reading discusses the common cartographic features throughout history; these features being the use of geometric symbols such as lines, circles, and squares, the centering of the map on the mapmaker’s home and establishing the boundaries between known and unknown areas, and cardinal orientation. These elements can be observed in the first map for this week, The Cassini Terrestrial and Celestial Globes from 1790-1792. Created by Giovanni Maria Cassini, these were globe gores were published in Cassini’s atlas and were able to be constructed into globes.
The twelve Cassini Terrestrial Globe Gores on four sheets (David Rumsey)
Thanks to David Rumsey, we don’t have to print these gores out and make our own globes but rather can look at them projected onto a globe in Google Earth. It is interesting to not only look at familiar places with their Italian names, but also to see the way borders have evolved over time.
This map is a reference map, and I think that its main goal is to be authoritative source of information, especially about new discoveries in the Pacific and three voyages of Captain James Cook. It employs the elements of lines and other geometric symbols and the center as Europe/the Western world is the mapmaker’s home. One cartographic element that I would have liked to see was a legend of some sort to guide viewers- perhaps the below images is a legend, but since it is in Italian I can’t be too sure. But it would be useful to be able to understand the what the red, green, and yellow lines represent. I assume they are Captain Cook’s routes, but I think Cassini should have made this clearer in order to enforce his maps’ goal of informing viewers about the three voyages.
Additionally, included in this map collection is Cassini’s globe gores of a globe that depict the heavens and all the known stars and constellations. I have heard of an app that can show you the constellations that you can see in your current sky, but I’ve never seen a map like this. It was really interesting to see the accompanying picture with the constellations.
Not only does Cassini demonstrate his contemporary knowledge about the known terrestrial world but his globes aim to inform its readers of the celestial world as well. These maps do a good job of representing the world and its accompanying as the Cassini, cartographers, and other people of knowledge at the time saw it.
I like how at the bottom of the map’s main page Rumsey writes, “Perhaps Giovanni Maria Cassini would be intrigued to see his Terrestrial and Celestial Globes take on new life in the 21st century digital world, all firmly based on the great accuracy of his geographic knowledge and the high quality of his engraving skills.”
It is really interesting how Google Earth has made it capable to view these globe gores in this way. The second reading for this week made an argument that Google Earth, though the current leader in global mapping in the digital age, employs much of the mapping elements from cartography history. These include the use of longitude and latitude, the use of mathematical projections to convert a three-dimensional curved object onto a two-dimensional plane, its overall reliance on mathematics, and the use of uniform scales for individual maps. But it is innovative in its own right in the way the Google Earth can display a horizontal view of the world in a manner that is accurate and can be manipulated to view at different angles and in the ability to store and display massive amounts of information.
I also found it really interesting how David Allen’s article discusses future Google Earths. I have never considered that Google Maps could be elevated to a different level. I have had the chance to explore Google Earth in VR, and it is a really cool experience, but to think that it could go beyond that with places in which people can experience the landmark with all five of their senses is crazy. But as Ackerman and Karrow write at the end of the first article, we believe in our current maps just as much as civilizations have believed in theirs. “Yet today’s “world maps” are as hued by the contingencies of our own times and the cultural world we occupy as much as any precious ones, and we are “mapped” into them as surely as Xiuhtechitli was mapped into the fifteenth-century Meso-american world” (113). Our maps could change with new discoveries, especially with the prospect of Google Sky and developing technologies.
I really enjoyed the Cosgrove readings and the concept of a world map. The map shows us the world in a picture or in this case, a video. Its all about how people view the world and their own perspective. The reading talked about the map being centered around our home. This is so true in some cases. This is true in the Rumsey videos where the front focus is North America. It was also interesting to read about David Allen’s thoughts of Google Earth representing a mirror of the world. Lets compare. Google earth goes into immense detail with navigation, pictures and structures. However, Cassini’s map has a different focus. In the video the globe spirals, but there is a map in the background as well.
It really shows more of an artistic and meaningful side of a 3D view. Both maps are extremely different, but have their own unique purposes. I might use Google Earth to see detail and specifics, but I would not us Google Earth for trying to see a different view point of the world. To say one map is better than the other wouldn’t be fair. Each perspective brings in imagination and personal aspects that make each unique. A lot of people would seem to side more with Google Earth, but that side is with a more modern aspect. Allen mentions that our culture is bias towards more modern technology. So yes, if that is the rating criteria, Google Earth would do better. It comes to my attention that people of modern day don’t necessarily look at a map for its creativity. Most average map users use it to go from point A to B. Not to see an artistic and creative representation. I think that this is another main reason for people to side with Google Earth/Maps. In my personal opinion, I feel both maps are useful. I think each map has a different purpose and both are useful in their own ways.
