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History and Evolution of GIS

Standards & Objectives

Learning objectives:

Learning Objective:

The goal of this activity is to develop a student’s knowledge of mapping, geographic information systems (GIS), global positioning systems (GPS), geospatial technology, and remote sensing through evaluating its history and current impact on society while practicing the skills necessary to become proficient in the Tennessee State Standards for Literacy in Technical Subjects. Discussions in class, reading, researching, and writing exercises are coordinated in class to help students construct a technical meaning of their research in a way that “sticks.”

Essential and guiding questions:

Discussion Questions:

Questions to consider may include but are not limited to:

Why is it important that we understand the historical development of geographic information systems, including mapping, global positioning systems (GPS), geospatial technology, and remote sensing?
Summarize some of the chief applications of GIS systems today and describe how these applications have influenced our society.
Outline the major influences over the decades and explain the impact that each had on the development of ever-improving technologies in the area of GIS.
Do you think that anyone should have access to all of the information and data that can be collected through the use of GIS technology, or should some information be limited to government or military access? Why or why not?
What other technological advancements do you think were enhanced by the historical development of GIS, and why are these important?

Unit Variations

Blooms taxonomy level:

Understanding

Differentiation suggestions:

Scaffolding and support for special education students, English language learners, and struggling readers:

Consider pre-teaching synonyms of difficult vocabulary words. Lower-level readers and ELL students can still be challenged without being overloaded with difficulty. This strategy can also be used to differentiate for stronger readers by introducing new, and more challenging, vocabulary. Struggling readers would also benefit from visual aids to illustrate many of the ideas presented. A few pre-selected references, pictures, diagrams, and charts alongside the text will go far to aid students as they dissect these resources provided by the teacher.

Helpful Hints

Note:

Social, ethnic, racial, religious, and gender bias is best determined at the local level where educators have in-depth knowledge of the culture and values of the community in which students live. TDOE asks local districts to review these materials for social, ethnic, racial, religious, and gender bias before use in local schools.

Originator:

Tennessee Department of Education