global world history atlas introduction 2004
DESCRIPTION
This is the slide deck that supported the original Global World History ATlas (www.gwhat.org) concept in 2004. Stored here for archive purposes. And laughs.TRANSCRIPT
DRAFT GWHAT PROPOSAL
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GWHAT Project Proposal – March, 2004
GWHAT – Graphical World History ATlas
Provides map content and map browser at no cost • GWHAT content: high quality, comprehensive, & interoperable • GWHAT browser: for easily finding and displaying maps
To help teachers teach better • By providing materials that: are easy to find, customizable, work
together, and can be tied directly to curriculum requirements
And to help students learn in new ways • By providing a means to explore the world throughout history
DRAFT GWHAT PROPOSAL
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The GWHAT need: current history and geography achievement are unsatisfactory Millions of students and teachers use maps each year • 32 million students, 4 million new each year (grades 5-12) • 1 million teachers teach history and geography
But students are not meeting US standards 12th graders below basic achievement (2001) • History – 57% • Geography - 29%
And not doing well relative to non-US students • American students – scored 41% on National
Geographic Geography Literacy Survey • Others scored >67% - Sweden, Germany, Italy
DRAFT GWHAT PROPOSAL
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The GWHAT need: current map-based resources are inadequate Textbook maps, wall maps – limited in scope, variety, and interactivity, quickly outdated
Online maps – clumsy, incomplete, and hard to find
Commercial software – expensive, proprietary, not customizable
GIS – interoperable data, but can be very complex, hard to learn
DRAFT GWHAT PROPOSAL
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The GWHAT solution: free map content and free map browser
MAIN CONTENT TYPES
BASIC GEOGRAPHY – like shorelines, terrain relief
THEMATIC INFORMATION – like political boundaries, census data, battle campaigns
MAIN BROWSER FUNCTIONS
FINDING MAPS – think of it as a
DISPLAYING MAPS – that can be animated or interactive, the same way a media player plays video
Map
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GWHAT content addresses key shortfalls of existing content for K-12 use
GWHAT content Existing digital content - Poor labeling - Scope limited by area of map - Snapshot in time - No interoperability - Inconsistent shorelines - Very often niche in focus - Often restricted for reuse … is a fuzzy picture
- Standardized labeling - Comprehensive across globe - Comprehensive across time - Interoperable – maps work together - Consistent shorelines - High level to start - Freely resuable - Designed to be viewed online - Designed for K-12 education needs - Expandable … creates a virtual time machine
DRAFT GWHAT PROPOSAL
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GWHAT browser brings GWHAT content to life
map and player source: www.timemap.net
Makes maps easy to find – search by region or time period
Enables comparisons by overlaying information from multiple maps at the same time
Displays map animations to show the unfolding of events over time
Zooms in to show more detail
Zooms around to show what else was going on at that time
Supports multiple languages
Can display non-GWHAT maps
Links from map to related information
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Sample teacher workflow using GWHAT
Teacher reviews lesson plan
Uses browser to search for relevant content
Finds and downloads map produced by teacher across the state
Adds other map modules to provide additional information
Removes some map info not relevant to lesson
Adds notes & publishes new, custom map so other teachers can find it.
Uses map in lecture using printouts or LCD projector
Students access map online from class, library, or home
DRAFT GWHAT PROPOSAL
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GWHAT could provide totally new benefits for education
STUDENTS
• Comparative learning – e.g. overlaying a natural resources map with a population density map
• Exploratory learning – panning across the world to Asia to see what was happening there at the same time Columbus was discovering the New World
• Experiential learning - animations – remembering the sequence of history because you have watched it, instead of by remembering dates
TEACHERS
• Customizable course materials – bundle together sets of different maps for a particular lesson plan
• Quickly find course materials – quickly find the right maps instead of searching the web endlessly and compromising on content and quality
• Self-populating content catalog – teachers can publish content to the search engine and also find content created by other teachers
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GWHAT in action: Supporting current events
6th grade students in California study ancient river valley civilizations, like Mesopotamia
A teacher wants to describe how
current Iraq conflict is related to what her students are studying
GWHAT use: 1. Teacher starts with a current
map 2. Removes terrain information 3. Adds transparency of current
ethnic diversity 4. Plays map backwards in history
to show where current ethnic groups came from (not shown)
5. Keeps playing map backwards, all the way to the dawn of civilization (next slide)
DRAFT GWHAT PROPOSAL
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GWHAT in action: Supporting current events
6th grade students in California study ancient river valley civilizations, like Mesopotamia
A teacher wants to describe how
current Iraq conflict is related to what her students are studying
GWHAT use: 1. Teacher starts with a current map 2. Removes terrain information 3. Adds transparency of current
ethnic diversity 4. Plays map backwards in history
to show where current ethnic groups came from (not shown)
5. Keeps playing map backwards, all the way to the dawn of civilization (next slide)
DRAFT GWHAT PROPOSAL
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GWHAT in action: Supporting current events
6th grade students in California study ancient river valley civilizations, like Mesopotamia
A teacher wants to describe how
current Iraq conflict is related to what her students are studying
GWHAT use: 1. Teacher starts with a current map 2. Removes terrain information 3. Adds transparency of current
ethnic diversity 4. Plays map backwards in history
to show where current ethnic groups came from (not shown)
5. Keeps playing map backwards, all the way to the dawn of civilization (next slide)
DRAFT GWHAT PROPOSAL
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GWHAT in action: “Drilling down” into more detail
Students are still studying Mesopotamia, which they now know is where current-day Iraq is
The students then: 1. Select a region of
Mesopotamia in Iraq 2. Go back in time, stopping to
notice Hammurabi 3. Back further, to the period of
interest 4. Then the city of Babylon 5. Then the Temple of Marduk
(GWHAT supports pictures, too!)
DRAFT GWHAT PROPOSAL
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GWHAT in action: “Drilling down” into more detail
Students are still studying Mesopotamia, which they now know is where current-day Iraq is
The students then: 1. Select a region of
Mesopotamia in Iraq 2. Go back in time, stopping
to notice Hammurabi 3. Back further, to the period of
interest 4. Then the city of Babylon 5. Then the Temple of Marduk
(GWHAT supports pictures, too!)
DRAFT GWHAT PROPOSAL
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GWHAT in action: “Drilling down” into more detail
Students are still studying Mesopotamia, which they now know is where current-day Iraq is
The students then: 1. Select a region of
Mesopotamia in Iraq 2. Go back in time, stopping to
notice Hammurabi 3. Back further, to the period
of interest 4. Then the city of Babylon 5. Then the Temple of Marduk
(GWHAT supports pictures, too!)
NOTE: Internet viewers may need a special plug-in to see the animations
DRAFT GWHAT PROPOSAL
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GWHAT in action: “Drilling down” into more detail
Students are still studying Mesopotamia, which they now know is where current-day Iraq is
The students then: 1. Select a region of
Mesopotamia in Iraq 2. Go back in time, stopping to
notice Hammurabi 3. Back further, to the period of
interest 4. Then the city of Babylon 5. Then the Temple of Marduk
(GWHAT supports pictures, too!)
NOTE: Internet viewers may need a special plug-in to see the animations
DRAFT GWHAT PROPOSAL
16
GWHAT in action: “Drilling down” into more detail
Students are still studying Mesopotamia, which they now know is where current-day Iraq is
The students then: 1. Select a region of
Mesopotamia in Iraq 2. Go back in time, stopping to
notice Hammurabi 3. Back further, to the period of
interest 4. Then the city of Babylon 5. Then the Temple of
Marduk (must supports pictures, too!)
DRAFT GWHAT PROPOSAL
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GWHAT in action: Multilingual support for language studies
GWHAT-targeted content will be able to support multiple languages
Map labeling can be switched
from one language to another at the touch of a switch
Contextual information, such as
links to related web-based information can be changed as well
Students can use the same tool
across classes
DRAFT GWHAT PROPOSAL
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GWHAT in action: Multilingual support for language studies
GWHAT-targeted content will be able to support multiple languages
Map labeling can be switched
from one language to another at the touch of a switch
Contextual information, such as
links to related web-based information can be changed as well
Students can use the same tool
across classes
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT in action: Art history
Example: Picasso’s career Students can see the order of
his paintings and styles and where he created them
Layers could be added to
compare the careers of Matisse or Braque
Could compare art to other
world events, such as the fighting that inspired Guernica
DRAFT GWHAT PROPOSAL
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GWHAT content library will be built up from structured and unstructured programs GWHAT will provide high-level
baseline content • Global “background” info • Civilization and country evolution
animations
Existing content will then be added and linked
• Tiger team of GWHAT volunteers
Further GWHAT custom content will be provided by:
• Open source contributions, wikis • Teachers creating local materials • Grant-funded content creation
Funded content
Teachers’ materials
Existing Web Content
GWHAT animations
GWHAT backgrounds
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The GWHAT concept can work
Collaborative content successes • Oxford English Dictionary • Human Genome Project • Wikipedia
Open source software successes • Linux operating system • Apache web server • Mozilla browser
Standards successes • HTML fuels WWW growth • .doc, .xls fuels Office growth
It would work best by moving quickly, with a well-coordinated, well-funded approach.
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GWHAT operations
• 501(c) 3 organization – nonprofit corporation
• Centered around education, technology, community activism, and information sharing
• Centralized management, distributed volunteer participation
• Drives agreement on appropriate maps display and interoperability standards
• Coordinates open source, free software and content development
• Funded by philanthropy, foundations, and government grants