Baton Rouge's unique past has shaped the city that we live in today. The layout of the city's streets, the arrangement of prominent government and religious structures, the clustering of businesses, the distribution of residential neighborhoods, and the placement of parks and schools all speak to the long term processes of urban growth. Society invests tremendous effort in creating its urban centers and citizens develop attachments to those places. It is the investment of human effort that stimulates a sense of place and allows individuals to develop strong feelings about their home city. Sense of place is constantly reinforced by contact with the common, everyday landscapes that surround us. In Baton Rouge, the two principal university campuses, the state government complex, along with various historic neighborhoods and structures all stand as perpetual reminders of the city's past. Many familiar and, at the same time, unique landscape features of Baton Rouge shape our sense of place. Much has been written about the distinctive buildings that come to mind when Baton Rouge is mentioned, but what of the larger districts and neighborhoods? Residents generally are most familiar with their immediate surroundings or those places where they work and play and these surroundings ofter constitute more than a building or two. Children comprehend their immediate neighborhoods and those who move about a city come to know and develop ideas about the city's larger units. Geographers and planners like to think of cities in terms of these larger assemblages

Create a basic Story Map: Disease investigations (Learn ArcGIS PDF Lesson). This lesson will show you how to prepare a story map explaining John Snow’s famous investigation of the 1854 cholera outbreak in London._Communities around the world are taking strides in mitigating the threat that COVID-19 (coronavirus) poses. Geography and location analysis have a crucial role in better understanding this evolving pandemic.When you need help quickly, Esri can provide data, software, configurable applications, and technical support for your emergency GIS operations. Use GIS to rapidly access and visualize mission-critical information. Get the information you need quickly, in a way that’s easy to understand, to make better decisions during a crisis.Esri’s Disaster Response Program (DRP) assists with disasters worldwide as part of our corporate citizenship. We support response and relief efforts with GIS technology and expertise.More information...

Esri story maps are an exciting and popular feature of the ArcGIS platform that combine maps, photos, text, and other media, in a single interactive application. Any topic or project that includes a map can be a story map. In this seminar, you will learn about Esri application templates that simplify story map creation and require no coding. The presenters will discuss how to choose the best template for a project and the steps to create a compelling story map from a template.

The Story Map Basic application is a simple map viewer with a minimalist user interface. Apart from the title bar, an optional legend, and a configurable search box the map fills the screen. Use this app to let your map speak for itself. Your users can click features on the map to get more information in pop-ups. The Story Map Basic application puts all the emphasis on your map, so it works best when your map has great cartography and tells a clear story.You can create a Basic story map by sharing a web map as an application from the map viewer. You can also click the 'Create a Web App' button on this page to create a story map with this application. Optionally, the application source code can be downloaded for further customization and hosted on your own web server.For more information about the Story Map Basic application, a step-by-step tutorial, and a gallery of examples, please see this page on the Esri Story Maps website.

Using Story Actions you can create links from text in the side or floating panel that will jump to a specific section. This can be useful if you want to create a table of contents, or otherwise want to provide the ability to quickly navigate to a specific section. Here’s how you can use story actions to create links to sections in your Map Journal.

Story maps have emerged as a popular storytelling device in recent years with cartographers and journalists leveraging geospatial web technologies to create unique spatial narratives. However, empirical research analyzing the design of story maps remains limited. Two recently proposed design frameworks provide promising avenues to characterize story maps in terms of elements of vivid cartography and techniques of map-based storytelling. In this article, I conducted a quantitative content analysis on 117 story maps of COVID-19 to operationalize map-based storytelling and vividness frameworks and to identify common design traits in contemporary story maps. My findings indicated that most story maps are longform infographics that use scrolling to advance the narrative. Stories applied a variety of attention, dosing, and mood techniques to enrich the storytelling experience. Story maps were primarily vivid through their use of color and novelty. Overall, most story maps utilized only a fraction of the map-based storytelling framework techniques. This research also demonstrated that it is challenging to analyze story maps based on these frameworks. Finally, this article improves the frameworks by proposing two new story map techniques and suggesting avenues of refinement.

Enjoy the map story maps created by many LOJIC agencies.

Author: Ann Wurst, consultantGrade/Audience: high schoolResource type: activitySubject topic(s): physical geography, geographic thinkingRegion: worldStandards: Texas World Geography TEKS (3) Geography. The student understands how physical processes shape patterns in the physical environment. The student is expected to: (A) explain weather conditions and climate in relation to annual changes in Earth-Sun relationships; (B) describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and

(8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to:

(B) analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes on people and their environment. Objectives: Students will be able to understand how physical processes shape patterns in the physical environment. Students will be able to explain weather conditions and climate in relation to annual changes in Earth-Sun relationships.

Students will be able to describe the physical processes that affect the environments of regions, including weather.

Students will be able to analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes on people and their environment Summary: Students will map famous weather events and answer questions about weather patterns. An atlas and textbook or reading on weather systems will be needed to complete the story map notes.

Understanding natural and human systems is an essential first step toward reducing the severity of climate change and adapting to a warmer future. Maps and geographic information systems are the primary tools by which scientists, policymakers, planners, and activists visualize and understand our rapidly changing world. Spatial information informs decisions about how to build a better future. This Story Map Journal was created by Esri's story maps team. For more information on story maps, visit storymaps.arcgis.com.

Published on Jul 25, 2012Unique stories are being created and shared using ArcGIS Online from Esri. Explore the world of web maps, create your own, and discover stories with a cloud-based, collaborative system.Learn more at http://www.esri.com/arcgisonlineView story maps at http://storymaps.esri.com/home/

Using a teacher created StoryMaps, students will explore the idea of the Demographic Transition Model.This StoryMap activity accompanies the NCGE webinar on March 29, 2023.

Author: Dawn Nixon, educatorGrade/Audience: high schoolResource type: activitySubject topic(s): physical geography, geographic thinkingRegion: worldStandards: Texas World Geography TEKS (3) Geography. The student understands how physical processes shape patterns in the physical environment. The student is expected to:

(B) describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and

(C) describe how physical processes such as hurricanes, El Niño, earthquakes, and volcanoes affect the lithosphere, atmosphere, hydrosphere, and biosphere.Objectives: Students will create a story map using atlases and/or textbook information to show how physical processes impact HEI. Summary: This story map helps students understand the connections between physical processes and human environment interaction.

You've now produced some maps and instant apps that you want to use to help tell the story of the first night of The Blitz. In this exercise, you are going to learn the basics of StoryMaps and how to add the maps and apps you've created to a StoryMap.In this exercise you will:Create a new StoryMapChange the theme of this StoryMap and turn on navigation so readers can use headers to jump to sections of the StoryMapCreate a Sidecar Map Tour that will show your key events on the first night of The Blitz mapEmbed the Time Slider Instant App and Pop-Up Map Instant App you created in your StoryMapAdd your Hex Map showing the intensity of the bombing across London on the first night of the Blitz to your StoryMap

This resources contains PDF files and Python notebook files that demonstrate how to create geospatial resources in HydroShare and how to use these resources through web services provided by the built-in HydroShare GeoServer instance. Geospatial resources can be consumed directly into ArcMap, ArcGIS, Story Maps, Quantum GIS (QGIS), Leaflet, and many other mapping environments. This provides HydroShare users with the ability to store data and retrieve it via services without needing to set up new data services. All tutorials cover how to add WMS and WFS connections. WCS connections are available for QGIS and are covered in the QGIS tutorial. The tutorials and examples provided here are intended to get the novice user up-to-speed with WMS and GeoServer, though we encourage users to read further on these topic using internet searches and other resources. Also included in this resource is a tutorial designed to that walk users through the process of creating a GeoServer connected resource.

The current list of available tutorials: - Creating a Resource - ArcGIS Pro - ArcMap - ArcGIS Story Maps - QGIS - IpyLeaflet - Folium

The objective of this project is to create a story map that highlights and narrates the history of flooding in Chicago. It will map hydrology, rainfall patterns, floods, and income levels. It will draw from this how different socioeconomic regions and neighborhoods differ in flood response and action. This project will be used to justify a possible green bond for flooding mitigation in low income houses in Chicago.

In Spring of 2019, DCOP staff took various pictures of Cherry Blossoms throughout the city. The OP Data Analysis and Visualization team created a story map featuring these photos and maps highlighting the areas where the photos were collected.

To create this app:Make a map of the AfDB projects CSV file in the Training Materials group.Download the CSV file, click Map (at the top of the page), and drag and drop the file onto your mapFrom the layer menu on your Projects layer choose Change Symbols and show the projects using Unique Symbols and the Status of field.Make a second map of the AfDB projects shown using Unique Symbols and the Sector field.HINT: Create a copy of your first map using Save As... and modify the copy.Assemble your story map on the Esri Story Maps websiteGo to storymaps.arcgis.comAt the top of the site, click AppsFind the Story Map Tabbed app and click Build a Tabbed Story MapFollow the instructions in the app builder. Add the maps you made in previous steps and copy the text from this sample app to your app. Explore and experiment with the app configuration settings.=============OPTIONAL - Make a third map of the AFDB projects summarized by country and add it to your story map.Add the World Countries layer to your map (Add > Search for Layers)From the layer menu on your Projects layer choose Perform Analysis > Summarize Data > Aggregate Points and run the tool to summarize the projects in each country.HINT: UNCHECK "Keep areas with no points"Experiment with changing the symbols and settings on your new layer and remove other unnecessary layers.Save AS... a new map.At the top of the site, click My Content.Find your story map application item, open its Details page, and click Configure App.Use the builder to add your third map and a description to the app and save it.

You have uploaded your spreadsheet data as point data to ArcGIS Online and opened it in the map viewer. Now, you need to start creating the maps for your StoryMap. In this exercise, you will create the first map to include in your StoryMap. This map will feature animated symbology to highlight key events from the first night of The Blitz and create a map tour similar to the key events map tour in the 'Black Saturday' - Beginning of The Blitz StoryMap.In this exercise you will:Change the symbology of the bombing data from 7th September 1940 so it is animated Create layers that can be used to show only specific bomb events (this is so you can highlight these in your story map later)Explore the Living Atlas and ArcGIS Online to find a basemap produced closer to the time the first night of The Blitz took place

The dataset presents a list of laboratories set up in the humanities, digital humanities, and media studies within universities across the world in 1983-2018. The data are collected and organized in an interactive map designed in the digital StoryMapJS tool, creating a valuable visible representation of the laboratory concept from a geographical and historical perspective. Based on the interactive map, I analyze the history of the laboratory in the humanities within a global context from the 1980s to 2018. The dataset includes 214 laboratories.

Data collection

I identified laboratories by using different resources such as universities’ websites, articles, and research projects. Besides, I sent a questionnaire to the most relevant networks in October 2018 to identify even more labs created in (digital) humanities and media studies at universities.

Data organization

I collected data about each lab based on its website and other resources. I extracted the following data: year established, year ended (if applicable), lab’s name, university, city, country, affiliation and location (if provided), disciplines and keywords (based on labs’ statements and projects and aiming to situate a lab), selected projects (if provided), purpose (a short quotation of a lab’s statement published on its website), website, and geographical latitude and longitude. I organized all the data in chronological order according to year established in Google Sheets. Next, I used StoryMapJS, a free tool designed by the Northwestern University’s Knight Lab, to map my data.

This Story Map is designed to help teachers to create a web application that is similar to the National Geographic Map Maker app.This application is made with the Atlas ArrcGIS Online Instant App TemplateNo audio is included in any of the videos in this StoryMap