Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Global World History Atlas Introduction 2004

399 views

Published on

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.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Global World History Atlas Introduction 2004

  1. 1. DRAFT GWHAT PROPOSALGWHAT Project Proposal – March, 2004GWHAT – Graphical World History ATlasProvides map content and map browser at no cost•  GWHAT content: high quality, comprehensive, & interoperable•  GWHAT browser: for easily finding and displaying mapsTo help teachers teach better•  By providing materials that: are easy to find, customizable, work together, and can be tied directly to curriculum requirementsAnd to help students learn in new ways•  By providing a means to explore the world throughout history 1
  2. 2. DRAFT GWHAT PROPOSALThe GWHAT need: current history andgeography achievement are unsatisfactoryMillions 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 geographyBut students are not meeting US standards12th 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 2
  3. 3. DRAFT GWHAT PROPOSALThe GWHAT need: current map-basedresources are inadequateTextbook maps, wall maps Online maps – clumsy,– limited in scope, variety, and incomplete, and hard to findinteractivity, quickly outdatedCommercial software – GIS – interoperable data, but canexpensive, proprietary, not be very complex, hard to learncustomizable 3
  4. 4. DRAFT GWHAT PROPOSALThe GWHAT solution:free map content and free map browserMAIN CONTENT TYPES MAIN BROWSER FUNCTIONSBASIC GEOGRAPHY – like FINDING MAPS – think of it as a shorelines, terrain relief MapTHEMATIC INFORMATION – like DISPLAYING MAPS – that can be political boundaries, census animated or interactive, the same data, battle campaigns way a media player plays video 4
  5. 5. DRAFT GWHAT PROPOSAL GWHAT content addresses key shortfalls of existing content for K-12 useExisting digital content GWHAT content-  Poor labeling -  Standardized labeling-  Scope limited by area of map -  Comprehensive across globe-  Snapshot in time -  Comprehensive across time-  No interoperability -  Interoperable – maps work together-  Inconsistent shorelines -  Consistent shorelines-  Very often niche in focus -  High level to start- Often restricted for reuse -  Freely resuable … is a fuzzy picture -  Designed to be viewed online -  Designed for K-12 education needs -  Expandable … creates a virtual time machine 5
  6. 6. DRAFT GWHAT PROPOSALGWHAT browserbrings GWHAT content to lifeMakes maps easy to find – Can display non-GWHAT maps search by region or time period Links from map to relatedDisplays map animations to information show the unfolding of events over time Supports multiple languagesEnables comparisons by overlaying information from multiple maps at the same timeZooms in to show more detailZooms around to show what else was going on at that time 6 map and player source: www.timemap.net
  7. 7. DRAFT GWHAT PROPOSALSample teacher workflow using GWHATTeacher Uses browser Finds and Adds other mapreviews to search for downloads map modules tolesson relevant content produced by provideplan teacher across additional the state informationRemoves Adds notes & Uses map in Studentssome map publishes lecture using access mapinfo not new, custom printouts or online fromrelevant to map so other LCD projector class, library,lesson teachers can or home 7 find it.
  8. 8. DRAFT GWHAT PROPOSALGWHAT could provide totally new benefitsfor educationSTUDENTS TEACHERS•  Comparative learning – e.g. •  Customizable course materials overlaying a natural resources – bundle together sets of different map with a population density maps for a particular lesson plan map•  Exploratory learning – panning •  Quickly find course materials – across the world to Asia to see quickly find the right maps instead what was happening there at the of searching the web endlessly same time Columbus was and compromising on content and discovering the New World quality•  Experiential learning - •  Self-populating content catalog animations – remembering the – teachers can publish content to sequence of history because you the search engine and also find have watched it, instead of by content created by other teachers remembering dates 8
  9. 9. DRAFT GWHAT PROPOSALGWHAT 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) 9
  10. 10. DRAFT GWHAT PROPOSALGWHAT 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) 10
  11. 11. DRAFT GWHAT PROPOSALGWHAT 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) 11
  12. 12. DRAFT GWHAT PROPOSALGWHAT 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!) 12
  13. 13. DRAFT GWHAT PROPOSALGWHAT 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!) 13
  14. 14. DRAFT GWHAT PROPOSAL 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!) 14NOTE: Internet viewers may need a special plug-in to see the animations
  15. 15. DRAFT GWHAT PROPOSAL 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!) 15NOTE: Internet viewers may need a special plug-in to see the animations
  16. 16. DRAFT GWHAT PROPOSALGWHAT 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!) 16
  17. 17. DRAFT GWHAT PROPOSALGWHAT 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 17
  18. 18. DRAFT GWHAT PROPOSALGWHAT 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 18
  19. 19. DRAFT GWHAT PROPOSALGWHAT 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 19
  20. 20. DRAFT GWHAT PROPOSALGWHAT 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 20
  21. 21. DRAFT GWHAT PROPOSALGWHAT 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 21
  22. 22. DRAFT GWHAT PROPOSALGWHAT 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 22
  23. 23. DRAFT GWHAT PROPOSALGWHAT 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 23
  24. 24. DRAFT GWHAT PROPOSALGWHAT 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 24
  25. 25. DRAFT GWHAT PROPOSALGWHAT 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 25
  26. 26. DRAFT GWHAT PROPOSALGWHAT 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 26
  27. 27. DRAFT GWHAT PROPOSALGWHAT 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 27
  28. 28. DRAFT GWHAT PROPOSALGWHAT 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 28
  29. 29. DRAFT GWHAT PROPOSALGWHAT 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 29
  30. 30. DRAFT GWHAT PROPOSALGWHAT content library will be built up fromstructured and unstructured programsGWHAT will provide high-level baseline content•  Global “background” info•  Civilization and country evolution animations GWHAT backgrounds GWHAT animationsExisting content will then be added and linked•  Tiger team of GWHAT volunteers Existing Web ContentFurther GWHAT custom content will be provided by: Teachers’ materials•  Open source contributions, wikis Funded content•  Teachers creating local materials•  Grant-funded content creation 30
  31. 31. DRAFT GWHAT PROPOSALThe GWHAT concept can workCollaborative content successes•  Oxford English Dictionary•  Human Genome Project•  WikipediaOpen source software successes•  Linux operating system•  Apache web server•  Mozilla browserStandards successes•  HTML fuels WWW growth•  .doc, .xls fuels Office growthIt would work best by moving quickly, with a well-coordinated, well-funded approach. 31
  32. 32. DRAFT GWHAT PROPOSALGWHAT 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 32

×